Metodologia de evaluare complex a copiilor cu cerine educaionale speciale

Au elaborat:

Nicolae Bucun, doctor habilitat n psihologie, profesor universitar Virginia Rusnac, doctor n psihologie Oxana Paladi, doctor n psihologie

Chiinu, 2 !2 1

"#O$%R &nclu'iune procesul de pregtire a unitilor de nvmnt pentru a cuprinde n procesul de educaie toi membrii comunitii, indiferent de caracteristicile, dezavantajele sau dificultile acestora. (duca)ie inclu'iv proces permanent de mbuntire a instituiei colare, avnd ca scop e!ploatarea resurselor e!istente, mai ales a resurselor umane, pentru a susine participarea la procesul de nvmnt a tuturor persoanelor din cadrul unei comuniti. *coal inclu'iv unitate de nvmnt care asigur o educaie pentru toi copiii i reprezint mijlocul cel mai eficient de combatere a atitudinilor de discriminare. "opiii din aceste uniti de nvmnt beneficiaz de toate drepturile i serviciile sociale i educaionale conform principiului #resursa urmeaz copilul$. +i'a,ilitatea -incapacitatea. nsumeaz un numr de limitri funcionale, ce pot fi ntlnite la orice populaie din lume. %izabilitatea deriv dintr&o deficien, fiind determinat, dar nu n mod obligatoriu, de aceasta. 'rintre cauzele dizabilitii, putem enumera deficienele (fizice, senzoriale sau intelectuale), condiiile de sntate (boli mentale*neuropsihice) dar i factorii de mediu. %izabilitate este termenul genetic pentru afectri, limitri ale activitii i restricii de participare (conform "lasificrii +nternaionale a ,uncionrii, %izabilitii -ntii "+, document elaborat de .rganizaia /ondial a -ntii, 0eneva, 1221). Cerin)e educative speciale -C($. desemneaz necesitile educaionale complementare obiectivelor generale ale educaiei particularitilor individuale colare, necesiti care solicit o colarizare adaptat i*sau caracteristice unei dizabiliti ori tulburri de nvare, i

precum i o intervenie specific, prin reabilitate*recuperare corespunztoare. (valuarea complex (diagnostic) a copilului cu cerine educative speciale este una
dinamic i interdisciplinar. Ea presupune investigarea sub aspect psihologic, pedagogic, medical i social.

(valuarea psihologic are n obiectiv att constatarea stadiului de dezvoltare, ct i a potenialului cognitiv i socio&afectiv al copilului. 3valuarea potenialului de nvare, contribuie esenial la stabilirea obiectivelor de ajutor i sprijin. 3ste necesar o strategie de evaluare a funcionrii globale, prin evaluarea succesiv a urmtoarelor domenii ale personalitii copilului:
comunicare i limbaj;

dezvoltare cognitiv i potenial de nvare; maturizare social.

(valuarea pedagogic se raporteaz la competenele curriculare n grdini i

Standardele de nvare i dezvoltare pentru copilul de la natere la nivelului actual i al potenialului de achiziii i progres. ani, sub aspectul dublu al

(valuarea sociologic relev problemele din mediul !amilial i social, di!icultile socio"
economice, di!icultile n relaii, ateptrile i opiunile copilului, ateptrile i opiunile prinilor i personalului de educaie.

(valuarea medical evideniaz dezvoltarea !izic i starea de sntate. #ilanul strii de

sntate se !inalizeaz cu recomandri privind prevenia inadaptrii i promovarea educaiei pentru sntate.

%iagnosticul cu "3- se pune unui copil dup realizarea unor evaluri asupra nivelului
cognitiv, al limbajului, a legturii dintre vrsta biologic i cea mintal, condiia medical. $ezultatele acestei evaluri sunt consemnate n caracterizri individuale de etap.

(valuarea complex periodic, se organizeaz, ori de cte ori se constat necesitatea la

un copil anume, i n mod obligatoriu, la toi copiii n momentele de trecere de la o etapa la alta a interveniei educativ"compensatorii, de e%emplu, la s!ritul anului colar.

(valuarea

ini)ial

copilului

cu

"3-

grdini

urmre te

cuno tinele,

comportamentele acumulate de ctre copil pn la data evalurii, dar dup apro!imativ dou sptmni de la venire. 3valuarea se va realiza respectnd principiile integrrii i ale incluziunii, printre care: 4 4 4 4 principiul asigurrii dezvoltrii copilului n conformitate cu potenialul de care acesta dispune5 principiul evalurii n raport cu nevoile i cerinele copilului5 principiul abordrii pozitive (focalizarea pe valorificarea #punctelor tari$ ale copilului)5 principiul adaptrii curriculare difereniate i personalizate. 3valuarea iniial & constatativ, are urmtoarele obiective: & identificarea, inventarierea, clasificarea, diagnosticarea5 & stabilirea nivelului de performane sau potenialul actual al copilului5 & estimarea*prognoza dezvoltrii ulterioare, bazat pe potenialul individual integrat al copilului5 & stabilirea ncadrrii pe nivel educaional (grupa de vrst)5 & stabilirea parametrilor programului de intervenie personalizat. (valuarea /ormativ0continu, evideniaz nivelul potenial al dezvoltrii copilului i urmre te iniierea unor programe de antrenament a operaiilor mintale i fizice. 3a evideniaz ceea ce tie i ce poate copilul, ce deprinderi i abiliti are ntr&o anumit etap a dezvoltrii sale. 6 i

(valuarea periodic i, n caz de nevoie, reorientarea copilului n cauz & la propunerea i prin intermediul comisiei teritoriale de evaluare spre o instituie mai potrivit sau spre un alt program de intervenie terapeutic, reprezint una dintre particularitile sistemului de diagnoz i orientare a copiilor cu nevoi speciale comple!e, dar i a copiilor cu ntrzieri temporare i cu e ec n domeniul instruirii i al educaiei. 7a ncheierea ciclului de educaie corectiv&formativ, desf urat ntr&o grdini specializat sau de tip general, se va face o evaluare final n perspectiva continurii procesului ntr&o nou etap & pre colar* colar. (valuarea /inal are drept obiective: & estimarea eficacitii interveniei sau a programului5 & modificarea planului sau a programului ('3+), n funcie de constatri5 & reevaluarea copilului i reconsiderarea deciziei. 3valuarea n psihiatria pediatric este e!aminarea strii de sntate mintal a copilului i prescrierea medicaiei n caz de necesitate. &NC#12&1N(% 3N (+1C%4&( PR($1P1N(5 8alorizarea egal a tuturor elevilor i a personalului didactic i nedidactic. "re terea participrii tuturor elevilor la educaie i, totodat, reducerea numrului celor e!clu i din cultura, curricula i valorile comunitii promovate prin coala de mas. 9estructurarea culturii, a politicilor i a practicilor din coli, astfel nct ele s rspund diversitii elevilor din localitate. 9educerea barierelor n nvare i participare pentru toi elevii, nu doar pentru cei cu dizabiliti sau cei etichetai ca avnd #nevoi*cerine educative speciale$. :nsu irea nvmintelor rezultate din ncercrile de dep ire a barierelor, de accesare a colii i de participare din partea unor elevi. :nelegerea diferenelor dintre elevi ca resurs pentru procesul de nvare, nu ca o problem ce trebuie dep it. 9ecunoa terea dreptului elevilor la educaie n propria lor localitate. 3voluia gradului de incluziune n coli, att n privina personalului, ct i n privina elevilor. "re terea rolului colilor n construirea comunitii i a valorilor lor, precum i n cre terea performanelor. "ultivarea unor relaii de susinere reciproc ntre coli i comuniti.

9ecunoa terea faptului c incluziunea n educaie este un aspect al incluziunii n societate etc. $(RV&C&1# P$&6OP(+%"O"&C 'entru evaluarea, susinerea i promovarea incluziunii serviciul psihopedagogic vine n

sprijinul copiilor, cadrelor didactice i al prinilor derulnd activiti precum: 3valuarea comple! i multidisciplinar a dezvoltrii copiilor cu cerine educaionale speciale. 3laborarea metodologiei i instrumentelor de evaluare a dezvoltrii copilului. 3laborarea metodologiei i tehnicilor de asisten psihopedagogic a copiilor cu cerine educaionale speciale. 3!aminarea psihologic a copiilor*elevilor. +ntervenie n tulburrile emoionale: incapacitatea de adaptare, an!ietate, instabilitate emoional, stri de tensiune. +ntervenie n tulburrile de relaionare i integrare n grup. /anagementul tulburrilor de comportament: minciuna, furtul, fuga de acas, fuga de la coal, agresivitatea. Activiti de prevenire i remediere a randamentului colar sczut, absenteismului, abandonului sau e ecului colar. "onsilierea cadrelor didactice. "onsilierea periodic a familiei mbuntirea #abilitilor$ de a fi printe participarea la ntlniri tematice, lunare, organizate sub forma #<colii prinilor$. %epistarea, diagnosticarea, prevenia i corectarea tulburrilor de limbaj, att cel vorbit, ct i cel scris: & & & & & & & tulburri de pronunie (deformare, nlocuire, omitere de foneme)5 tulburri de ritm i fluen5 tulburri de voce5 tulburri ale limbajului citit&scris5 tulburri polimorfe5 tulburri de dezvoltare a limbajului5 tulburri ale limbajului bazat pe disfuncii psihice. i

3laborarea materialelor didactice i metodice pentru asistena copiilor cu cerine educaionale speciale i pentru cadrele didactice. =

3laborarea recomandrilor pentru organizarea asistenei psihopedagogice copiilor evaluai. "rearea bazei de date i inerea evidenei datelor privind situaia copiilor cu cerine educative speciale la nivel naional etc. PR&NC&P%#(#( (7&"(N4( 8%49 +( R(%#&2%R(% (V%#19R&&

-copul evalurii nu este acela de a stabili ierarhii. >u comparm copii ntre ei pentru a&i scoate n eviden pe cei #mai buni$ sau #mai puin buni$. ?oi copiii sunt la fel de valoro i, fiecare avnd individualitatea sa. 3valuarea este important pentru cunoa terea copilului i nelegerea nevoilor sale. 9ezultatele evalurii vor sta la baza planificrii activitilor instructive e!tracurriculare. .biectivele educative comune unui grup de copii pot fi atinse cu mijloace i metode diferite, n funcie de necesitile fiecrui elev. >umai cunoscnd foarte bine copilul este posibil intervenia individualizat eficient. "unoa terea elevului cu "3- este primul pas pentru ameliorarea i mbuntirea procesului instructiv&educativ i, implicit, a designului leciei. -peciali tii care desf oar evaluarea snt: psihologul logopedul colar, medicul. CON+&4&&#( 1N(& (V%#19R& (8&C&(N:( colar, pedagogul special, i

. evaluare bun poare s asigure i o bun planificare a obiectivelor, ceea ce este esenial pentru progresul copilului. 3valuarea i activitatea de recuperare se afl ntr&o strns legtur. ?rebuie s fim pregtii pentru a reevalua ce poate i ce nu poate ndeplini copilul pe msur ce aplicm diferite modaliti de nvare.

Aceasta presupune o modificare n timp a rezultatelor evalurii i a planului obiectivelor. :nregistrarea progreselor copilului fa de evaluarea iniial va fi o surs de ncurajare att pentru copil, ct i pentru printe i pedagog. 3!ist multe aspecte ce contribuie la dezvoltarea copilului. 3ste important ca noi s nu privim deficiena n mod separat, dar s lum n consideraie i celelalte aspecte ale dezvoltrii care necesit o evaluare i s facem referirile necesare. @

'entru a asigura o mai mare e!actitate a evalurii este important s nu v grbii. -tabilirea unor relaii bune cu copilul prin colaborare constituie baza oricrei evaluri calitative. 3valurile nu decurg ntotdeauna lin i fr complicaii, trebuie s fim fle!ibili i s ne adaptm la orice situaie care s&ar putea ivi. OB&(C:&V1# "(N(R%# AL EVALURII INCLUZIVE

?oate procedurile de evaluare trebuie s sprijine incluziunea i participarea cu succes la educaie a tuturor copiilor, inclusiv i a celor cu CES. & & & & &
Identi icarea poten!ialului i a per or"an!elor actuale ale copilului#

-tabilirea cerinelor educative speciale ale copilului5 -tabilirea celor mai potrivite servicii de terapie, educaie i recuperare5 Acordarea drepturilor i serviciilor necesare, potrivit legislaiei n vigoare5 -tabilirea compatibilitii ntre cerinele speciale ale copilului i profilul cadrului didactic, asistentului social care acord servicii5 & -tabilirea tipului de servicii de asisten social necesare unui copil: n instituie obi nuit sau n instituie specializat5 & .rganizarea mediul de via din instituiile de educaie, protecie social cu adaptrile necesare i stimularea interaciunii dintre copii5

& & &

%eterminarea parametrilor programului de intervenie individualizat5 -prijinirea pregtirii copilului pentru integrarea social, autonomie personal5 -tabilirea progreselor efectuate n recuperare, educaie5 & 3valuarea eficienei serviciilor, strategiilor, metodelor, fenomenelor i procedurilor utilizate i ameliorarea acestora5 & 'roducerea informaiilor pentru administraie, pentru angajaii serviciilor sociale i de educaie, prini i copil. PR&NC&P&&#( (V%#19R&& COP&&#OR C1 C($

'entru realizarea unei evaluri corecte a copilului, trebuie s se respecte urmtoarele principii:

1. 3valuarea trebuie s se su$ordone%e intereselor superioare ale copilului pentru

i"plicarea activ a acestuia &n planul vie!ii individuale i sociale, creterea nivelului de autono"ie personal.

2. 3valuarea trebuie s se a'e%e pe poten!ialul de de%voltare al copilului. 3. 3valuarea stabile te ele"entele po%itive din de%voltarea copilului, care vor constitui
punctul de plecare &n activitatea de recuperare.

4. 3valuarea necesit o a$ordare co"ple' i co"plet a ele"entelor relevante

(sntate, nivel de instruire i educa!ie, )rad de adaptare psi*o+social, situa!ie econo"ic .a., precu" i a interac!iunii dintre acestea.

5. 3valuarea trebuie s ie unitar, s ur"reasc i s opere%e cu aceleai o$iective,

criterii, "etodolo)ii, pentru to!i copiii &n )eneral, i pentru cei cu di%a$ilit!i &n particular. -entru copiii cu di%a$ilit!i se vor acorda "ai "ult ti"p la reali%area unei ie, test, lucrare# se vor citi rar i rspicat sarcinile# &n dependen! de di%a$ilitate copiii vor reali%a scris sau oral cu a.utorul educatorului sarcinile + copilul va spune, educatorul va &ncercui, desena, etc.

6. 3valuarea trebuie s ai$ un caracter "ultidi"ensional, alt el spus s deter"ine

nivelul actual de de%voltare, pentru a o eri un pronostic i reco"andri privind de%voltarea viitoare a copilului, &n inte)ralitatea sa.

7. 3valuarea presupune o munc &n ec*ip, cu participarea activ i responsa$ili%area

tuturor specialitilor i"plica!i (psi*olo)i, "edici, educatori, sociolo)i, asisten!i sociali, lo)ope%i etc.,.

8. 3valuarea se bazeaz pe un parteneriat autentic cu persoanele ce se ocup de

creterea i educarea copilului (prin!i, tutori, $unei, etc, i desi)ur copilul &n pri"ul r&nd.

9. 3valuarea trebuie s identi ice nevoile speci ice de &nv!are a copilului, s identi ice
"otivele lipsei nivelului de calitate al copilului (nivelul de calitate al copiilor cu di%a$ilit!i care tre$uie atins este autono"ia personal &n via!a social i inclu%iunea social,.

10. 3valuarea trebuie s conduc echipa multidisciplinar la selectarea unor practici

educaionale care ar corespunde copilului cu dizabiliti.

11. 3ducatorul coreleaz aceste practici educaionale pentru elaborarea i implementarea

unui program educaional individualizat i integreaz acest program n activitile zilnice cotidiene destinate tuturor copiilor din grup, punnd accent pe caracterul incluziv.

CON+&4&&#( +( %P#&C%R( % &N$:R1M(N:%R&1#1& +( (V%#1%R( B

'entru utilizarea i aplicarea setului de instrumente de evaluare trebuie ndeplinite urntoarele

condiii:

proba s se desf oare ntr&un cadru psiho&educaional i socio&afectiv adecvat5 setul de instrumente s fie aplicat numai de ctre speciali ti n domeniu: psihologi colari, psihopedagogi, psihodiagnosticieni, psihologi&consilieri, pedagogi, care au lucrat sau lucreaz n nvmnt5

diagnosticul medical s fie considerat un punct de plecare n evaluarea copilului, dar nu unul de stabilire a unor disfuncii somatice sau psihice5 completarea grilei de interpretare s fie obligatorie pentru fiecare instrument de evaluare utilizat5 fiecare instrument de evaluare a copilului s aib un ghid de utilizare*aplicare5 aplicarea instrumentelor de evaluare se realizeaz difereniat, n funcie de vrsta copilului, de tipul i gradul de deficien, de mediul din care provine, precum i de problematica specific fiecrui caz n parte. :&P1R& +( %BOR+9R& ALE EVALURII C/-IIL/R CU CES

'entru cunoa terea particularitilor psihologice i psihofiziologice ale fiecrui copil cu "3-, n vederea evalurii iniiale, continue i comple!e cu scopul identificrii aptitudinilor, abilitilor i competenelor de baz ale acestuia, sunt necesare o serie de intervenii. :naintea orientrii copiilor cu dizabiliti spre o form corespunztoare de intervenie ameliorativ se realizeaz evaluarea comple! pentru etapa stabilirii diagnosticului iniial, desf urndu&se n cadrul unui organism teritorial abilitat, etapa n finalul creia se realizeaz orientarea spre o instituie corespunztoare de nvmnt (obi nuit sau special) i * sau spre un
program de terapie compensatorie. 'ceast evaluare trebuie s se des!oare la o etap a vrstei ct mai timpuriu, adic n perioada imediat urmtoare observrii(depistrii unor abateri de la parametrii obinuii ai dezvoltrii, observarea putnd !i realizat de ctre unul din urmtorii !actori:

!amilia, mama jucnd un rol important n primii ani de via ai copilului; medicul, chiar de la natere sau cu ocazia vizitelor periodice e!ectuate n !amiliile cu copii mici; educatoarea; nvtoarea la debutul colar sau n clasa );

alte persoane care vin n contact activ cu copilul. )ndi!erent ns, cine anume realizeaz observarea(depistarea strii de abatere de la traseul normal al dezvoltrii, copilul trebuie orientat operativ spre comisia de evaluare comple%, n scopul precizrii diagnosticului i al recomandrii msurilor ce trebuie iniiate.

#a evaluarea complex (diagnostic), exercitat asupra copilului cu CES trebuie

respectate cteva cerine, i anume:

asigurarea ncrederii n persoana care e!amineaz5 nlturarea strii de an!ietate, care se manifest n timpul e!aminrii mai ales n cazul copiilor cu tulburri senzoriale i de limbaj5 asigurarea unor condiii de confort pe timpul e!aminrii i eliminarea influen elor negative
din e%terior. Evalund copilul pentru a"l putea stimula mai bine n procesul dezvoltrii sale, pe lng

elucidarea nivelului la care acesta se a!l la momentul dat " adic pe lng delimitarea zonei dezvoltrii sale actuale, este la !el de important evidenierea ritmurilor speci!ice n dezvoltare, a vitezei cu care el avanseaz n propria zon a pro%imei dezvoltri.

3ste important ca pornind de la manifest rile concrete ale copilului i urmrind cu atenie
evoluia sa, n concluziile actului psihodiagnostic, s admitem, mai degrab, o subapreciere a gravitii strii de handicap, dect o e%agerare a acesteia, adic este mai bine s pornim de la premisa prezenei unor capaciti poteniale mai ridicate dect s ignoram aceste capaciti i s situm copilul n intervenia terapeutica i pedagogic, pe o poziie de!avorabil acestuia.

Activitatea eficient de evaluare comple% presupune att aplicarea unor metodologii i

instrumente investigative " bazate pe nvarea !ormativ, pe observarea sistematic, pe analiza produselor activitii copiilor, pe probe docimologice, pe investigaii sociometrice " ct i !olosirea

unor mijloace i instrumente de nregistrare i interpretare a informaiei. 9ezultatele evalurii psihodiagnostice iniiale a copilului vor permite stabilirea diagnozei psihice, fizice, a nivelului de dezvoltare a copilului. 9ezultatele evalurii vor indica nivelul de dezvoltare a copilului i etapa urmtoare pentru a continua reabilitarea copilului, punctele forte ale copilului pe care se poate construi activitatea ulterioar a!at pe componentele: dezvoltare cognitiv5 dezvoltare a limbajului5 dezvoltare fizic5 dezvoltare socio&emoional5 dezvoltare comportamental. 'entru aprecierea adecvat a nevoilor i progreselor n dezvoltarea copilului e!ist trei abordri majore: abordarea evalurii prin raportare la standarde, abordarea prin raportare la criterii i abordarea prin raportarea la individ. !; (valuarea prin raportare la standarde sau norme; 3valuarea prin raportare la standarde msoar performanele unui copil ntr&o anumit arie de dezvoltare, pornind de la un standard stabilit . ,iecare copil evaluat este comparat cu

12

standardul aplicat, de regul, cu punctajul mediu i astfel se poate determina performana particular a copilului respectiv. 'entru a include n evaluare i alte perspective asupra dezvoltrii individuale a fiecrui copil (de e!emplu, perspectiva holistic), speciali tii apeleaz din ce n ce mai mult la acele abordri care nu se mai bazeaz e!clusiv pe teste i raportare la standarde, deoarece aceast abordare poate conduce la etichetarea copiilor cu dizabiliti ca fiind copii cu deficiene sau anomalii. 3valurile prin raportare la standarde sunt adecvate pentru a compara un anume copil cu un grup standard, prestabilit, cu scopul de a determina o ntrziere sau o neconcordan fa de respectivul standard, deoarece standardele sunt relevante numai la nivel de grup de copii, i nu la nivelul individual n sensul diagnosticrii profilului de dezvoltare a copilului. %e asemenea, standardele sunt adecvate i pentru a determina alegerea interveniei i a serviciilor necesare. 2; (valuarea prin raportare la criterii; ?ipul respectiv de evaluare se utilizeaz pentru a determina punctele forte i punctele slabe ale unui copil i nu prin a&l compara cu ali copii, ci prin raportare la un set de deprinderi prestabilite i validate, presupuse a fi eseniale pentru dezvoltarea global a copilului. Avantajul acestor abordri const n utilitatea lor ca instrumente de documentare a progresului realizat de copil, stabilind eficiena interveniilor i pregtind terenul pentru nsu irea unor deprinderi ulterioare. Dn e!emplu al acestui tip de abordare l constituie evaluarea prin raportare la curriculum. Aceasta folose te obiectivele curriculare ca baz de evaluare, respectiv ce anume trebuie copilul s tie i s fac n grup. Accentul se pune, n cea mai mare msur, pe formarea deprinderilor de comunicare, deprinderilor de autoservire, deprinderilor comportamentale, aptitudinilor psihomotorii. Astfel, activitile curriculare funcioneaz ca obiective ale instruirii i educaiei, precum i ca evaluri care privesc stadiul i progresul. ?estele raportate la criterii i aplicate copiilor cu dizabiliti, stabilesc deprinderi i comportamente&int, pe care copiii urmeaz s le realizeze. -e creeaz, totu i dilema ca n cazul, evalurii prin raportare la standarde: stabilirea de criterii sau norme de dezvoltare care nu permit msurarea unui proces de dezvoltare individual, unic i divers, ci compararea copilului cu un standard. 3valurile prin raportare la criterii sunt adecvate pentru evaluarea punctelor forte i a deprinderilor unui copil, precum i pentru identificarea nevoilor acestuia. Aceste evaluri ajut la elaborarea planului de servicii personalizat ('-'), precum i a diverselor planuri educaionale individualizate ('3+). <; (valuarea prin raportare la individ

11

Acest tip de evaluare msoar progresul copilului pe parcursul procesului su unic de dezvoltare i nvare (se compar #copilul de ieri cu copilul de azi$) . 3valurile pornesc de la a recunoa te c orice copil se formeaz prin interaciunea dintre aspectele biologice i cele de mediu, precum i prin ceea ce a teapt ceilali de la viaa i viitorul su. 3valurile se fac n funcie de calitile unice ale copilului. >u se urmre te numai simpla evaluare a copilului, ci i calitatea relaiilor acestuia cu ceilali, modul n care dezvoltarea sa este influenat i modelat de familie, grdini, servicii de sprijin, comunitate. 'entru ca acest tip de evaluare s fie considerat unul adecvat copilului cu "3-, setul iniial de obiective trebuie s fie raportat la abilitile i potenialul unic al copilului i nu raportate la standarde sau criterii, deoarece acestea pot fi unele restrictive pentru copil. %ac aceste obiective se stabilesc pentru fiecare copil n parte, atunci se va putea determina n ce msur interveniile ajut copilul s& i dezvolte potenialul individual. ?otodat se poate face o analiz a performanelor individuale pentru a stabili unde se situeaz fiecare copil, comparativ cu restul copiilor evaluai. :n acest fel, se pot identifica i corecta problemele sistematice care i aduc pe unii copii n dezavantaj. %e asemenea, evalurile prin raportare la persoan sunt adecvate pentru implicarea familiei n luarea deciziei privind necesitatea, tipul i eficiena interveniei i modul n care familia este mulumit de respectiva intervenie, ct i pentru mbuntirea comunicrii cu prinii i a colaborrii cu profesioni tii. +($89*1R%R(% PROC($1#1& +( (V%#1%R( 3valuarea nivelului de dezvoltare a unui copil poate fi realizat de un numr variabil de profesioni ti i pentru o varietate de motive. %eoarce evaluarea copiilor n dependen de nevoile lor este comple!, mai ales n ceea ce prive te copiii cu vrsta sub 6 ani, este important ca speciali tii care particip la evaluarea dezvoltrii s aib e!perien i pregtire (un nivel nalt de competen) n acest domeniu. 'entru a asigura calitatea i consistena intern a procesului de evaluare, este necesar ca: 1. evaluarea s fie realizat de speciali ti cu e!perien (e!peri) n domeniul evalurii copiilor5 1. s foloseasc instrumente ce pot fi folosite de majoritatea speciali tilor5 6. s utilizeze metode de testare i de scorare a rezultatelor adecvate nivelului de vrst al copilului. ;. evaluarea dezvoltrii trebuie privit ca un proces n derulare, care monitorizeaz evoluia*progresul copilului n timp, i nu ca un eveniment singular. %emersul de evaluare a nivelului de dezvoltare trebuie s fie individualizat (pentru fiecare copil n parte) innd cont de urmtoarele: 11

1. utilizarea unor metode de testare i de scorare a rezultatelor adecvate nivelului de vrst al copilului5 1. centrarea asupra problemelor actuale ale copilului (cum ar fi, de e!emplu, suspiciunile de ntrziere n dezvoltare sau e!istena unor deviante la nivel comportamental)5 6. evaluarea ariilor n care copilul prezint salturi n evoluie sau rmneri n urm (ntrzieri n dezvoltare) precum i evaluarea discrepanelor remarcate n cadrul aceluia i domeniu de dezvoltare5 ;. luarea n calcul a conte!tului socio&clutural al familiei viaa unui copil este puternic nrdcinat n conte!tul socio&cultural al familiei sale5 prin urmare, este esenial s lum n considerare n dezvoltare5 =. dac romEna nu este limba*principal limba vorbit de ctre familia copilului, este fundamental ca specili tii s caute un mod de comunicare eficient cu familia, inclusiv s recurg la ajutorul unui translator, care s vorbeasc bine limba materna a copilului5 @. luarea n considerare a cadrului (ambiental) al evaluarii: (1) prezena prinilor i efectele prezenei acestora asupra comportamentului copilului5 (1) gradul de familiaritate a copilului cu mediul n care se desf oar evaluarea5 (6) aspecte ale mediului care l pot distrage pe copil de la situaia de testare*evaluare5 A. evaluarea copilului s se realizeze n mai multe edine i n mai multe locaii (n locaii diferite), pentru c: (1) comportamentele copilului pot varia n funcie de familiaritatea copilului cu mediul n care se desfa oar evaluarea i n raport cu e!aminatorul5 (1) gradul de comfort al copilului n raport cu persoana e!aminatorului poate s creasc n timp5 (6) comportamentul unui copil poate varia de la o zi la alta. B. identificarea copiilor cu dizabiliti se realizeaz de ctre medicii speciali ti (neuropsihiatrie infantil, pediatrie, neonatologie, medicin de familie etc.) din cadrul spitalelor, policlinicilor sau cabinetelor medicale individuale, de ctre cadrele didactice din nvmntul de mas sau special, comunitii locale etc. C. evaluarea copiilor se realizeaz la solicitarea printelui sau reprezentantului legal dup cum urmeaz: stabilirea gradului de capacitate psiho&fizic se realizeaz anual sau n cazul n care se schimb ceva n situaia copilului5 orientarea colar se realizeaz la nceperea unui nou ciclu colar, n funcie de situaia colar. 12. succesul instruirii unui copil cu deficiene n coala de cultur general depinde de cunoa terea de ctre pedagog a particularitilor psihopedagogice ale copilului, de nivelul dezvoltrii vorbirii lui, de cunoa terea n ansamblu a personalitii copilului. 16 i s respectm statutul social i conte!tul cultural al familiei de provenien atunci cnd evalum nivelul de dezvoltare a unui copil suspectat de tulburri

11. evaluarea copilului stabile te un diagnostic formativ sau i un diagnostic diferenial i ntocme te un program de intervenie individualizat. 11. evaluarea i diagnosticul copiilor cu cerine educative speciale este un proces comple!, unitar, dinamic i de durat, avnd drept scop facilitarea elaborrii i aplicrii demersului terapeutic compensator i recuperator, orientarea colar a copilului n condiii optime, favorizarea integrrii colare, sociale i normalizarea vieii copilului. 16. evaluarea comple! a copiilor coreleaz o serie de date obinute prin anamnez, diagnostic medical i diagnostic psihopedagogic. -tabilirea diagnosticului difereniat are la baz, pe lng indicii de natur etiologic o serie de metode tiinifice. 1;. evaluarea copiilor cu "3-, care frecventeaz coala de cultur general, presupune mai multe componente, care pot fi stabilite cu ajutorul unor instrumente de evaluare prezentate n urmtorul tabel: >r. "omponente ale evalurii 1. Adaptarea social +nstrumente de evaluare & grile de observaie a comportamentului5 & teste de personalitate (de e!emplu: teste situaionale)5 & chestionare5 1. & ghiduri de interviu. 0radul de acceptare a copilului & metode sociometrice5 integrat & grile de observaie5 & chestionare5 6. >ivelul de performan a) intelectual & ghiduri de interviu. & teste de inteligen5 teste de evauare aptitudinal5 & probe colare standardizate (pentru a evidenia standardele de performan a fiecrui elev)5 b) colar ;. & activiti * probe de evaluare formativ5 & fi e de observaii pentru evaluarea sumativ. Atitudinea actorilor mediului social & chestionare5 (profesori, prini etc.) 1=. evaluarea psihopedagogic include: acumularea informaiei despre dezvoltarea copilului5 nregistrarea informaiei obinute5 interpretarea informaiei5 1; & interviuri.

proiectarea coninutului instructiv&educativ.

+nformaiile vor fi adunate n urmtoarele direcii: capacitatea intelectual5 deficiene primare5 deficiene asociate celor primare5 dezvoltarea limbajului5 dezvoltarea psihomotricitii5 dezvoltarea afectiv5 inteligibilitatea vorbirii5 utilizarea tehnicilor de compensare5 abilitile matematice5 abilitile de citit, scris.

1@. evaluarea se desf oar n diferite situaii de nvare, de joac, de odihn. :n timpul observrii, vom pune accent pe unele semne de avertizare specifice copiilor cu deficiene (atenie slab, vorbirea nedezvoltat, motricitatea nedezvoltat, capacitate intelectual joas). 1A. evaluarea necesit acumularea informaiilor utile despre copil prin studierea dosarelor personale ct i a fi ei medicale a elevilor. 1B. reinem, n primul rnd, elementele care ne pot ajuta n formularea unor prognoze ct mai veridice asupra posibilitilor copiilor de a se acomoda cu cadrul verbal stabilit prin program, asupra evoluiei lor ulterioare, implicit a anselor n procesul de nvare colar. 1C. snt importante precizrile care ofer date n legtur cu amploarea deficienei gradul de pierdere a funciei, vrsta apariiei, prezena unor deficiene asociate, folosirea unor proteze, antecedentele educaionale ale copilului (informaii despre amploarea deficienei). 12. evaluarea cere convorbirea cu prinii care va da rspuns la urmtoarele ntrebri: /ai este cineva n familie cu deficieneF (din partea mamei, tatlui sau la frai). %ac da se ofer detalii. 'articulariti legate de na tere: Au e!istat probleme n timpul na teriiF A fost copilul nscut la termenF Au fost complicaii dup na tereF Goli n copilrieF

1=

+ndici evolutivi: "nd a nceput copilul s ad, s se trasc, s se ridice n picioare, s mearg, s spun primele cuvinte cu sens, s formuleze propoziii simpleF

%ac a urmat consultaii, activiti de recuperare la speciali tii n domeniu, tratamentF %ac da, de specificat: "ndF DndeF

11. o importan deosebit n elaborarea planului de intervenie individualizat o are cercetarea vorbirii copiilor. 11. dac copilul tie s citeasc, i propunem un te!t mic i observm cum a neles sensul celor citite. "erem de la copil s ne e!plice semnificaia unor cuvinte din te!t i s ne spun pe scurt despre ce se vorbe te n te!t. .bservm cum formuleaz copilul mesajele orale ale te!tului, ce fel de gre eli comite elevul, specificnd motivul lor. :n final, se va face o caracteristic a inteligibilitii vorbirii copilului deficient care se manifest prin: o pronunie corect a sunetelor vorbirii5 posedarea aspectului gramatical al limbii5 prezena unui volum le!ical caracteristic pentru o anumit etap de vrst5 o respiraie de vorbire i un tempou normal5 o intonaie corect5 o voce potrivit5 respectarea accentului n cuvinte i a accentului logic. 16. 3valund abilitile matematice ale copilului, vom pune accentul pe rezolvarea problemelor, deoarece anume la acest compartiment copilul deficient ntmpin greuti. 'ropunndu&i copilului te!tul unei probleme, vom cere s e!plice semnificaia unor cuvinte. 1;. informaii preioase despre viaa intern a copilului, atitudinea lui fa de lumea nconjurtoare, precum i despre particularitile perceperii i a altor laturi ale vieii lui psihice se pot cpta i indirect, analiznd produsele activiti copilului, desenele, aplicaiile, construcii tehnice din diverse materiale, modelrile etc. Aceasta este una din metodele de cea mai larg folosin n psihologia copilului i psihologia pedagogic (alturi de observaie i teste). Aceast metod ne permite de a studia nu numai particularitile activitii de creaie a copilului, interesele i aptitudinile lui, diverse deprinderi psihomotorii, dar i de a obine informaie suplimentar despre atitudinea lui fa de ali oameni i anumite fenomene ale lumii nconjurtoare, particularitile caracteriale i temperamentale etc. 'rin aplicarea acestei metode, obinem date cu privire la nsu irile psihice ale copilului (spiritul de observaie, capacitatea de a nelege, caracteristici ale reprezentrilor etc.).

1@

"apacitile psihice de care dispun copiii (coerena planului mintal, continuitatea logic a ideilor, fora
imaginaiei, amploarea intereselor, calitatea cuno tinelor, deprinderilor, priceperilor i aptitudinilor). 'ropunem unele sugestii n cunoa terea copilului prin desen.

1. 8aloarea e!presiv a desenului: 0estul grafic, maniera n care copilul trateaz foaia alb, alegerea formelor i culorilor snt elemente ce e!prim starea sa emoional, temperamentul sau ceea ce numim valoarea e!presiv
a desenului. "u privire la gestul grafic, se distinge linia furioas, agresiv (care poate, la limit, s antreneze o ruptur, o sf iere a hrtiei), de linia ezitant, abia subliniat.

3!ist o analogie ntre cadrul spaio&temporal n care se situeaz copilul i spaiul grafic, copilul ambiios

care caut s& i afirme prezena sa n tot locul i n orice moment, va avea un desen care va acoperi pe ct e posibil spaiul foii. %eseori, ns, umplerea sistematic a foii poate fi n egal msur un semn de imaturitate, dup cum utilizarea unui spaiu e!agerat de mic poate fi un semn de dezechilibru.

"oncepia simbolic asupra spaiului ('ulver) propune o divizare a foii de desen n trei zone orizontale i dou zone verticale: zona orizontal superioar simbolizeaz idealul. Hona median & centrul de interes al copilului, zona orizontal inferioar & pulsiunile sale primitive, banda vertical dreapt reprezint viitorul, iar cea stng & trecutul. ?endinele spre zona superioar a paginii ar indica i tendinele spre orgoliu, pe cnd zona inferioar de la baza foii ar ilustra stabilitate i puternic nrdcinare. 4 -tilul formelor a urmrit realizarea unei comparaii ntre stilul grafic i viaa afectiv a copilului. Astfel, copiii care manifest interes mai ales pentru liniile drepte i pentru unghiuri snt copii reali ti, deseori destul de agresivi i opozani, dotai cu o bun capacitate de organizare i iniiativ. %impotriv, cei care prefer liniile curbe snt copii sensibili, foarte imaginativi, dar far ncredere n ei, cutnd aprobarea adulilor. 'redominarea formelor circulare ar fi un semn de imaturitate i, totodat, de feminitate (cu preponderen la biei)5 echilibrul dintre formele circulare i cele verticale ar indica un echilibru i control al impulsivitii, predominarea verticalelor ar fi proprie temperamentelor active, energice, brbte ti, orientate spre e!terior. /ai rar, predominarea liniilor orizontale ar fi un indicator al conflictelor psihologice.
4 "uloarea are, de asemenea, o valoare e!presiv i este considerat drept cel mai important parametru diagnostic. 3a, culoarea, este utilizat de ctre copil nu att ca mijloc plastic, de e!presie, ct n calitate de mod de e!primare a atitudinii sale fa de ceea ce reflect n desen. Atitudinea pozitiv este exprimat prin culori vii, aprinse5 gal,en, portocaliu, rou, al,astru=a'uriu, verde=smarald; %titudinea negativ se exprim prin culori >nchise;

:n acest sens, analiza desenelor copilului ne ofer posibilitatea s studiem atitudinea lui fa de oamenii care&1 nconjoar. 'entru aceasta se poate folosi o variant a metodicii sociometrice ?alegere >n ac)iune@, n cadrul creia copiilor li se propune s deseneze un cadou pentru colegii de clas. %espre atitudinea fa de ali copii se poate judeca dup doi parametri de baz: 1A

a) pentru cine anume dore te copilul s deseneze5 b) cum se realizeaz desenul, dac i s&a sugerat copilului pentru cine s deseneze. 'entru colegul agreat, acceptat, fa de care copilul manifest o atitudine evident pozitiv (#pentru prieten$), desenul este colorat cu nuanele preferate i de o abunden uluitoare, n subiect se reflect ceea ce nsu i copilului i place, se utilizeaz culori vii, aprinse.
'entru un astfel de desen copilului i trebuie foarte mult timp.

%esennd pentru cineva neagreat, neacceptat, copiii utilizeaz un fond coloristic cenu iu posomort, sumbru,
reflect situaii condamnabile i l finiseaz repede.

3fectund o astfel de prob, am putea obine informaii utile despre aceea care este atitudinea elevilor din clas fa de colegul lor deficient de auz i cum i vede colegii elevul deficient de auz. "ercetIri speciale au demonstrat c dup coninutul, gama coloristic i stilul de e!ecutare a desenului se poate judeca i despre starea sntii copilului.
,iecare culoare are efecte proprii. :n ansamblu culorile calde snt acompanimentul copiilor deschi i, bine adaptai grupului, n timp ce culorile neutre caracterizeaz copiii nchi i n sine, independeni i adesea agresivi.

9oul e!prim manifestri de ostilitate i dispoziii agresive.

'rintre copiii care utilizeaz frecvent albastrul putem distinge dou grupuri: cei care caut s se conformeze regulilor e!terioare, dar care n profunzime nu le accept i cei care se conformeaz regulilor grupului, dar snt suficient de infantili ca s le accepte.

>egrul ar e!prima inhibiie, team i s&ar asocia unui comportament depresiv. 'ortocaliul e!prim o stare de fericire, de rela!are. 8erdele = reacia fa de disciplina prea riguroas. 8ioletul sugereaz tensiuni conflictuale.
'rezint, de asemenea, interes alegerea nuanelor i repartizarea acestora: suprapunerea culorilor e!prim conflictul dintre diverse tendine5 izolarea acestora e!prim rigiditate i team5 amestecul fr discernmnt ar e!prima imaturitate i impulsivitate.

1. 8aloarea proiectiv a desenului -tilul general de reprezentare e!prim dispoziiile fundamentale ale viziunii copilului asupra lumii i constituie valoarea proiectiv a desenului. Aceasta se refer la efectul provocat de copil, stilul sau personalitatea sa n totalitate. Astfel n desenele unor copii domin mi carea i culoarea n timp ce la alii domin un echilibru, personajele au atitudini rigide, parc snt ngheate, linia este riguros uniform, iar ju!tapunerea culorilor d ansamblului un aspect armonios.
,rancoise /incoJsKa distinge n acest sens dou tipuri de temperament:

a) #raionalul@, care se complace n abstract, n imobil, solid i rigid, cruia i scap mi carea i intuitivul,
care mai mult gnde te dect simte, care separ i discerne obiectele prin contururi precise5

b) #sen'orialul@ din contra, este orientat spre concret, mai mult simte dect gnde te, vede lumea n mi care, n imagini totdeauna vii, departe de orice abstracie. 1B

"opilul #senzorial se intereseaz de obiecte familiare cunoscute, i place s le acumuleze. :n detaliu, fiecare obiect este reprezentat cu o grij deosebit, totul este viu, totul se mi c, totul este n curbe.

"ulorile snt vii, realiste, care n ansamblu dau o impresie de lumin i via.
"opilul #raional$ este e!act opus: construcia este precis, echilibrat, static, trsturile snt nete, domin simetria, obiectele lsnd ntre ele suprafee vide.

6. 8aloarea narativ a desenului %esenul copilului mai reflect i centrele sale de interes, gusturile, preferinele. Anume aceste mobiluri
determin copilul s fac un anumit desen i nu altul.

Alegerea obiectelor i a temelor este de altfel, n ntregime curioas: un copil va reproduce scene de
rzboi, de agresiune5 un altul & scene de e!plorare sau scene domestice, cu animale etc.

:n spatele acestor teme se afl preocuprile cotidiene, dorinele, visele copilului. 9epetarea unor teme are o mare valoare indicativ. %e e!emplu, n desenul satului * ora ului, la copiii instabili emoional apar cu mare frecven strzi mai lungi i mai sinuoase.
:n concluzie, desenul copilului i convorbirea profesorului cu acesta vis&a&vis de desenul lui dezvluie structura i dinamica personalitii copilului, relaiile lui afective cu lumea, raporturile lui cu fiinele i lucrurile din lumea nconjurtoare.

/etoda testelor are la fel o larg rspndire n practica pedagogic. ,iind probe relativ scurte i
reprezentnd prin sine o nsrcinare sau un sistem de nsrcinri ndeplinite ntr&un timp&limit, ele dau posibilitatea investigrii rapide a nsu irilor psihice a copiilor.

:n practica evalurii au o rspndire mai larg trei tipuri de teste: & teste de aptitudini care permit msurarea relativ a nivelului de dezvoltare a >nsu irilor, capacitilor
psihice (nsu irilor memoriei, gndirii, imaginaiei, reprezentrilor etc.), care determin succesul activitii.

& teste de performan care determin gradul de pregtire pentru o anume activitate, adic msoar nivelul nsu irii cuno tinelor, deprinderilor, abilitilor necesare pentru un anumit tip de activitate. Acestea snt n special testele de inteligen. & teste proiective care vizeaz studiul personalitii copiilor i adulilor. 'rin aceste teste subiectul i
proiecteaz, i e!teriorizeaz propriile sale trsturi de personalitate, modul su de a fi i de a gndi.

Dtiliznd anumite tipuri de teste pentru cunoa terea copilului , psihologul colar va lua n
consideraie particularitile de dezvoltare. O alt etap a procesului evalurii este nregistrarea rezultatelor. Profesorul alege singur modalitatea de nregistrare a rezultatelor.

:nregistrnd rezultatele investigaiilor ne vom strdui s acumulm informaii utile vis&a&vis de copilul deficient care ne vor permite s elaborm un program de intervenie individualizat efectiv.
%atele obinute n urma evalurii copilului i valorific potenialul lor semnificativ n urma interpretrii lor calitative, constituind baza interveniilor ulterioare.

"teva recomandri vis&a&vis de interpretarea datelor: "oraportai rezultatele obinute cu ajutorul diverselor metode n diverse tipuri de activitate referitoare la
diverse sfere ale personalitii copilului. >umai o multitudine de e!emple privind nivelul de dezvoltare a copilului

1C

i comportarea rezultatelor investigaiilor fcute n diverse situaii i activiti, cu ajutorul diverselor metode poate s serveasc drept baz pentru o anume concluzie.

7uai n consideraie legitile dezvoltrii. 8erificai diverse ipoteze. .rice ipotez pe care o naintai referitor la dezvoltarea copilului trebuie verificat

nainte ca ea s capete conturul unei concluzii definitive. 'ermanent se va face apel la particularitile psihomotricitii, vorbirii, gndirii, memoriei, percepiei copilului. >u se va compara succesul copilului deficient cu succesul altor copii din clas, ci cu propriile succese anterioare. 3valuarea copilului este un proces deosebit de comple!, iar rolul principal i revine nvtorului care va trebui s foloseasc corect aceast informaie pentru a cunoa te calitile i neajunsurile unui copil cu deficiene i s planifice activitile aplicnd strategii de predare specifice care ar viza dep irea acestor dificulti. Acest amplu demers de cunoa tere a copilului, are importan n stabilirea obiectivelor didactice, n structurarea coninuturilor leciei, n alegerea celor mai potrivite metode i mijloace de instruire pentru nivelul i particularitile psihopedagogice ale elevului pentru a&i permite s dep easc barierele n procesul de nvare. Alte instrumente, metode de evaluare a copiilor: 'entru cunoa terea particularitilor psihologice ale fiecrui copil cu "3-, n vederea evalurii continue i comple!e cu scopul identificrii aptitudinilor, abilitilor i competenelor de baz ale acestuia, sunt necesare o serie de metode tiinifice. Aceste metode pot fi grupate n dou categorii: & metode i mijloace accesibile tuturor categoriilor de speciali ti (cadre didactice, psihopedagogi, asisteni, speciali ti terapeui etc.)5 & metode i mijloace de uz intern, folosite de persoane care au o pregtire special n acest scop (diagnosticieni, psihologi, psihopedagogi, pedagogi). :n prima categorie pot fi incluse urmtoarele metode i mijloace de cunoa tere a persoanelor cu cerine speciale: O,servarea reprezint urmrirea con tient i sistematic a reaciilor, atitudinilor i comportamentelor unei persoane, n totalitatea lor, n cele mai variate situaii, pe baza evidenierii trsturilor caracteristice fiecrui individ n parte. .bservarea este una din metodele de baz ale evalurii copilului. Aceast metod presupune nregistrarea activitii observate sau a comportamentului urmrit. :n funcie de conte!tul educaional, observrile sunt uneori informale i nu includ nregistrarea datelor5 alteori ele se fac cu un scop bine determinat, pentru a ne 12

documenta, spre e!emplu, dac a cptat o anumit abilitate copilul sau a neles corect ceva. :nregistrnd ceea ce vedem sau ce se face n sala de grup obinem un document al muncii copilului, al calitii acestuia sau al contactului cu ceilali. :n timp observrile asupra copilului ne pot dezvlui tipare comportamentale, preferine, stiluri de a nva un lucru sau altul, stpnirea unor abiliti i progresul ca dezvoltare i cre tere. vantajele observrii: & simplitatea metodei; & caracterul !acil al aplicrii; & & cunoaterea mai precis i evaluarea copilului re!eritor la cum se simte acesta, cum vede
lumea, cum gndete, cum acioneaz i interacioneaz, ce tie i ce poate s !ac;

imaginea global a !iecrui copil re!eritor la interesele, capacitile i reaciile copilului n

diverse activiti;

!ezavantajele observrii reprezint caracterul subiectiv dat de: & & & limitele percepiei observatorului derivate din tendina de a observa mai u or doar ceea ce este contrastant, de a fi influenat de informaiile anterioare despre subiect;
tendina observatorului de a categorisi sau interpreta imediat aspectele observate pornind de la e%periena personal, de a da conotaii sau semni!icaii personale !aptelor observate;

tendina de a selecta acele aspecte comportamentale care se subscriu unei teorii sau ipoteze iniiale a observatorului (tendina observatorului de a observa n special comportamentele a teptate)5

& &

modificarea posibil a comportamentului copilului observat n situaia n care acesta con tientizeaz faptul c este observat5
posibilitatea realizrii unor interpretri eronate a comportamentelor *!ie prin realizarea unei interpretri +pripite, a comportamentului, !ie prin realizarea unor interpretri marcate de caracterul subiectiv menionat la primul punct-;

&

este posibil ca un comportament ce se dorete observat s nu apar imediat, i ast!el s

!ie necesar ca observatorul s atepte.

"ondiii necesare pentru o bun des!urare a observaiei: observai ce anume !ace copilul; concentai&v asupra unui copil5
observarea trebuie s aib un caracter selectiv *comportamentul vizat trebuie s !ie unul bine precizat, operaionalizat-. .e e%emplu, pentru a observa dac un copil este sau nu sociabil, trebuie s ncepem prin a operaionaliza aceast trstur n comportamente concrete, uor observabile: sociabil / comunic, particip cu plcere la activiti de grup; se implica activ n sarcini ce presupun relaionarea; i ajut din propria iniiativ pe ceilali etc. stabilirea unui plan de observare;

11

copilul trebuie observat o perioad mai mare de timp n locuri i n situaii ct mai diferite5
notarea ct mai rapid, imediat a in!ormaiilor;

observarea curent trebuie s !ie separat de interpretarea psihologic a comportamentelor; protejai confidenialitatea observaiilor. 0oate aceste condiii pot !i concretizate prin
realizarea unei grile de observare.

:ehnici de o,servare in/ormal: nregistrrile factuale " o!er in!ormaii despre ce s"a ntmplat, care a !ost stimulul ( motivaia
interesului pentru o anume activitate, care au !ost reaciile copilului i cum s"a ncheiat aciunea " pot include citate din dialogurile copilului i descrieri ale calitii comportamentului.

nregistrri narative " pot !i aprecieri zilnice sau impresii asupra activitii individuale sau de grup, care
sunt nregistrate la s!ritul zilei. Ele sunt utile pentru depistarea unora dintre succesele sau insuccesele zilei.

verificarea zilnic a strii de sntate i a dispoziiei copilului. ?oate observaiile de natur medical, dar i psihologic se consemneaz la dosarul copilului;
liste cu comportamente speci!ice de observat. 1 list de veri!icare privind dezvoltarea o!er un e%emplu de proces sistematic de colectare a datelor privind nivelul de dezvoltare i aciune a unui copil n di!erite domenii ale dezvoltrii.

'utem observa i nregistra aciunile copiilor prin diverse centre de activitate, pentru di!erite
materiale cu care acioneaz(opereaz sau pentru di!erii copii " parteneri de joac cu care mai mult pre!er s colaboreze. 'ceasta ne poate ajuta s ne asigurm c dac copilul pre!er un anumit centru de activitate i i petrece tot timpul liber acolo, vor !i ncurajai s e%ploreze i alte centre de activitate. 2utem uura tranziia copilului de la un centru de activitate la altul prin amplasarea activitii ndrgite de copil ntr"un alt col al grupei. .e e%emplu, copilului cu cerine educative speciale i se poate propune s deseneze soarele i cerul deasupra unui castel construit n Centrul Blocuri din cuburi i cutiu!e, sau norii i ploia deasupra unui rzor cu !lori n Centrul Ap i Nisip. n Centrul Biblioteca propunei copilului s n!rumuseeze coperta unei cri pe care +au editat"o colegii si,, o ilustrat pentru colegi.

:nregistrarea datelor colectate prin observare trebuie s respecte nite cerine: & & & alegei propria modalitate de nregistrare a datelor, respectnd echilibrul dintre nregistrai doar ceea ce vi se pare interesant, important, lucruri noi aprute n viaa avei la ndemn un creion i carneel pentru notie, pentru a nregistra succint cele
in!ormaia nregistrat i cea nenregistrat;

copilului;

observate *evenimentele cheie ntr"un contact !izic sau emoional-, !r a ntrerupe activitatea copilului;

&

utilizai casetofonul pentru nregistrarea !aptelor de comportament a copiilor *in!ormaie

verbal-;

11

&

strduii"v ca prerile i convingerile dumneavoastr s in!lueneze ct mai puin

aprecierea dumneavoastr dat dezvoltrii copilului.

:nregistrnd comportamentul copilului aa cum s"a derulat el, este necesar: !i%area situaiei care a
generat in!ormaia *numim acei copii sau aduli care au luat contact nemijlocit cu copilul n momentul observrii, activitatea n care el era inclus, atmos!era, anturajul care a generat un atare comportament etc-.

.bservarea copilului poate fi structurat urmrind atingerea obiectivelor speci!ice, cele de lung
i scurt durat i corelarea acestora cu domeniile de dezvoltare ale copilului. 3n !apt, ceea ce

ne

intereseaz cel mai mult este dezvoltarea lui n toate aspectele, i n deosebi acele la care copilul ntmpin dificulti (cele descrise n '3+). +mportant este ca obiectivele prevzute n '3+&ul copilului s fie atinse i de aceea, urmrirea lor prin observare pe parcursul perioadei pentru care sunt formulate, trebuie s fie fcute foarte sistematic. -copul obsevrii este ndeosebi acela de a constata salturile n dezvoltare, dar n perioada urmtoare. Convor,irea reprezint o conversaie*discuie ntre cel puin dou persoane, prin intermediul creia se pot obine informaii despre motivele, aspiraiile, interesele, tririle afective ale interlocutorului. "onvorbirea, n conte!tul cunoa terii copiilor cu cerine speciale, mbrac mai multe forme: convorbirea dintre educator i copii5 convorbirea dintre terapeut*consilier*educator de sprijin i copii5 convorbirea dintre prini i copii5 convorbirea dintre educator i asistenii sociali sau tutorii copiilor. i dificultile ntmpinate de copil pentru a ti cum s ne redefinim obiectivele, strategiile didactice

'entru a ntruni condiiile unei cunoa teri tiinifice, convorbirea trebuie s aib un caracter premeditat, un scop bine precizat (viznd, bineneles, obiective psihologice) i s respecte anumite reguli. ?ipuri de convorbiri: convorbirea standardizat (cu ntrebri fi!ate dinainte)5 convorbirea nestandardizat (fr o formulare anterioar a ntrebrilor).

"ondiii (reguli) pentru o convorbire eficient: c tigarea ncrederii copilului5 meninerea interesului copilului pe parcursul convorbirii5 preocuparea educatorului pentru a obine rezultate autentice (copilul poate tinde s ofere o imagine pozitiv de sine)5 16

observarea permanent a reaciilor nonverbale ale copilului (aceste informaii confirmnd sau completnd ceea ce spune copilul)5 asigurarea unui climat destins, de siguran i ncredere pentru desf urarea convorbirii5 formularea unor ntrebri ct mai clare (n cuvinte ct mai apropiate de limbajul copilului, alternarea ntrebrilor nchise cu cele deschise, evitarea acelor ntrebri care sugereaz rspunsul sau creeaz un sentiment de vinovie).

8aloarea acestei metode depinde n mare msur de respectarea condiiilor menionate, dar i de e!periena practic a celui care o dirijeaz, de miestria aplicrii cuno tinelor de psihologie. Chestionarul reprezint o form de convorbire la care cel puin rspunsurile sunt date oral cu nscriere de ctre educator pentru copiii de grdini. "onst ntr&un set de ntrebri organizate n a a fel nct s permit obinerea unor date ct mai e!acte cu privire la o persoan sau un grup de persoane. :n evaluarea copiilor cu "3- se aplic i metodele: jocul didactic, fi ele individuale, portofoliul descrise n #'3?+: 3ducaie, ?impurie +ndividualizat$, #1221 idei pentru o educaie de calitate, 0hidul pentru educatori$, #0hidul cadrelor didactice pentru educaia timpurie i pre colar$. &N$:R1M(N:( +( (V%#1%R( P$&6OP(+%"O"&C9 % COP&&#OR :n arealul nostru pot fi folosite: !; (valuarea nivelului intelectual5 A. ?este de inteligen general: 1. /atricele progresive "olorate&9aven 1. /atricele progresive -tandard&9aven 6. %earborn ;. ,raze absurde =. "e s&a schimbat G. ?este de inteligen global: 1. L.'.'.-.+5 scara Lechsler&Gellvue 1. L+-"5 scara Lechsler&Gellvue 6. LA+-5 scara Lechsler&Gellvue ;. Maufman (inteligena global i stiluri cognitive) 1;

=. Ginet&-imon (de reetalonat) @. >.3./.+. (9. Hazzo i colaboratorii) noua scar metric a inteligenei A. "uburile Mohs pentru aduli, de 0oldstein B. "uburile Mohs pentru copii, de N. -antucci C. ?estul crmizilor 12. ?estul "olumbia. ". 'robe de inteligen specific: 1. 'robe de evaluare a funciei perceptiv&motorie: & -antucci (;&@ ani) & Gender&-antucci (A&11 ani) etalonat de ?. Mulcsar 1. 'robe de evaluare a capacitii de orientare i structurare spaial: Mohs&0oldstein (adaptat de -antucci i etalonat de 8. 'reda) 6. 'robe de inteligen pentru desen: 0oodenough ;. 3valuarea capacitii de discriminare a identicului de simetric n structurile grafice: 9.8.3.9.-.A.7. =. "e vede n imaginile 9orschach @. %omino. 2; (valuarea motricit)ii i psihomotricit)ii5 1. 'roba .zeretsKi&0uillmain 1. 0esell, scara de dezvoltare 6. -cara .dette Grunet i +rene 7ezine ;. 'roba de lateralitate Narris =. ?estul pentru gnozia digital, 0ertsmann @. 'roba pentru sinKinezia membrelor superioare A. ?est de sinKinezie a membrelor superioare, -tambaK B. 'roba de motricitate digital, A. 9eO C. 'robe de asamblare (ptrat, triunghi) 12. 'roba 'iaget&Nead (orientare n spaiu) 11. ?estul Nead (mna, ochi, ureche) 11. %enver scala 16. 'ortage scala <; (xaminarea psihologic a personalit)ii5 1=

"hestionare de personalitate: 1. "A?, testul de apercepie pentru copii 1. ?A?, testul tematic de apercepie 6. 7ucher, testul culorilor ;. -zondi, proba pulsiunilor =. "atell i 9. Hazzo, proba de perseverare @. ?estul cas&arbore&om A. ?estul arborelui B. ?estul 9orschach C. ,reiburg 12. -?A+ + 11. -?A+ ++ 11. ?estul cu 12 de propoziii neterminate (3u sunt P ), (?-?) A; Pro,e pentru evaluarea activit)ii psihice5 A. 'ercepia: 1. ?estul figurilor comple!e, A. 9eO 1. ?estul de orientare spatial, N. Nead 6. ?estul frenaj voina, A. 9eO G. Afectivitatea: 1. ?estul de frustraie 9osenzJeig 1. "ompletarea de povestiri 6. Asociere de cuvinte ;. ,abulele %D--. ". 7imbajul: 1. -cara de dezvoltare a limbajului, ". 'unescu 1. 'roba de evaluare a capacitii cititului, /. 7obrot (Govet) 6. Gender&-antucci ;. 'robe de fle!ibilitate asociativ =. A. 9eO adaptat %. +maginaia: 1@

1. 'roba de desen liber 1. 'roba Lartegg 6. 'roba "ollin (completarea lacunelor dintr&un desen) ;. %esenul familiei, "orman 3. /emoria: 1. 'roba A. 9eO pe baz de cuvinte 1. 'roba A. 9eO pe baz de figuri geometrice 6. ?estul figurilor comple!e, A. 9eO ;. 'roba 'ieron =. L+-" (proba de memorie) ,. Atenia: 1. 'roba ?oulouse&'ieron 1. 'roba de dublu baraj, 9. Hazzo 6. 'roba Gourdon&Amfimov ;. 'roba 'raga =. 7abirinte @. "ompletarea lacunelor A. 'roba de discriminare perceptiv. (V%#1%R(% %P:&:1+&N&#OR +( *CO#%R&:%:( 3valuarea aptitudinilor de colaritate este actul desosebit de comple! realizat de ctre medici i psihologi cu ajutorul unor serii de teste de specialitate n urma cruia se stabile te n ce msur un copil este apt pentru a& i ncepe viaa colar. %ac suntei un printe preocupat de nivelul de dezvoltare al copilului dvs. n vederea lurii unei decizii corecte privind nscrierea sa la coal v putei adresa unui psiholog care, n urma unei e!aminri comple!e a copilului, v poate oferi o recomandare avizat. 'unctm mai jos principalele aspecte care sunt e!aminate n acest scop precum i procedeele, probele (testele) prin care se realizeaz acest lucru. %e i am e!pus o multitudine de probe i procedee care este posibil s v fac s v formai impresia ca copilul va fi supus unui tir de e!amene care l vor #dobor$, trebuie s tii c aplicarea i trecerea prin aceste probe nu este la fel de #nspimnttoare$ precum pare simpla insiruire a numelor lor (mai mult sau mai

1A

puin complicate), i c, de cele mai multe ori, copilul este ncntat de ceea ce i se petrece, lund totul (sub observaia i ndrumarea atent a psihologului) ca pe o activitate de joac. Convor,iri cu prin)ii i educatorii & "opilul a frecventat grdiniaF & "um s&a adaptat la regimul din grdiniF & "opilul particip activ la programF & "opilul are stabilitate n angajarea sa n activitiF & "um se manifest n activitile motrice (jocuri de mi care, educaie fizic)F & "um apreciai capacitatea lui de concentrare a atenieiF & "um se e!prim verbalF & "um apreciai imaginaia, fantezia i dezvoltarea gndirii copilului (-tabile te relaii ntre obiecte, fiine, fenomene5 poate analiza, sintetiza, generalizaF) & "um deseneaz i modeleazF & 3ste emotiv, timid, plngciosF & "um apreciai capacitatea de efort a copiluluiF & "um este n relaiile cu ceilali copiiF (xaminarea de'voltrii psihomotrice -cala motric .seretzKi de dezvoltare psihomotric 3!aminarea motricitii organelor fonatorii 'robe pentru e!aminarea pra!iei 'robe pentru determinarea lateralitii (Narris) 'roba pentru determinarea sincineziilor -tructura spaio&temporala a copilului i cunoa terea propriului corp 'roba pentru determinarea orientrii spaiale ('iaget&Nead) 'roba de percepie a proporiilor (xplorarea personalit)ii ?estul 0oodenough ('roba #.muleului$) (xaminarea de'voltrii sen'oriale i perceptive 'roba pentru determinarea raportului percepie&reprezentare 'roba perceptiv&motric Gender&-antucci -ensibilitatea cromatic 1B

9aportul form&culoare n percepia copilului 9eprezentarea (xaminarea lim,aBului, g>ndirii i a altor aspecte ale de'voltarii intelectuale 'roba pentru testarea vorbirii independente 'roba pentru e!aminarea vorbirii reflectate 'roba pentru determinarea tempoului spontan i reproducerea de structuri ritmice 'roba de fle!ibilitate asociativ (<chiopu, 0iroveanu, ?urcu) 'robe pentru cunoa terea vrstei psihologice a limbajului

completare a lacunelor ntr&un te!t vorbit contrarii (cu obiecte i imagini5 fr obiecte i imagini) repetare de numere cunoa terea a @ materii denumirea a 12 culori cunoa terea sensului verbelor

'roba pentru determinarea nivelului limbajului (pronunie5 ntelegerea cuvintelor familiare) 'roba pentru determinarea volumului vocabularului .peraii cu noiuni opuse 'roba de integrare a noiunilor 'robe pentru evaluarea gndirii copilului:

abstractizare definire de noiuni comparare de noiuni (stabilirea deosebirilor, a asemnrilor, a deosebirilor asemnrilor) conservare (cantitate lichide, materie, greutate, lungime. schimbarea criteriului (dihotomie) cuantificarea incluziunii claselor intersecie de clase scrierea bastoanelor i a

'roba de alctuire de propoziii cu un cuvnt dat "omportamentul inteligent

?estul de inteligen Ginet&-imon 'roba Mohs&0oldstein

Atenia /emoria 1C

+maginaie i creaie 'robe de verificare a nivelului de cuno tine de matematic (xaminarea psihosocial -cala de maturitate social (0unzburg)

(xaminarea nivelului i poten)ialului de >nv)are -7ambert & -ohier. 0rila de evaluare a competenelor n etapa prele!ic i pregrafic 0rila de evaluare a limbajului 0rila de evaluare a competenelor pentru limba matern 0rila de evaluare a limbajului 0rila de evaluare a comportamentelor n etapa de precalcul 0rila de evaluare a comportametelor pentru matematic 0rila de evaluare a discriminrilor 0rila de evaluare a competenelor pentru formarea comportamentelor de autonomie personal i social M&C#O%C( *& &N$:R1M(N:( +( 3NR("&$:R%R( % &N8ORM%4&(& /ijloacele i instrumentele de nregistrare a informaiei dobndite sunt: caietul de

observri, fi a psihopedagogic individual cu caracterizrile de etap. "aietul de observri & este un instrument de lucru, care trebuie s se afle permanent la ndemna educatorului, att pentru a putea nota manifestarea unor evenimente semnificative, ct i pentru a gsi operativ, n caz de nevoie, datele referitoare la copilul n cauz. Astfel de caiet de observri sunt propuse i pentru copiii cu dezvoltare normal. ,i a psihopedagogic individual & este un document cu caracter permanent, care se ntocmeQte la nceputul activitii cu copilul n cauz, notndu&se datele stabile, care de regul, nu se modific de la o etap la alta. -e completeaz periodic, cu date semnificative referitoare la dinamica dezvoltrii. 3!ista mai multe tipuri de modele de fi e elaborate special pentru centralizarea informaiei referitoare la copiii cu "3-. ('rezentm diferite fi e n Ane!e) C%R%C:(R&$:&C&#( 8&*(& P$&6OP(+%"O"&C( 62

Alctuirea fi ei are cteva principii la baz, dintre care menionm: considerarea personalitii copilului ca una unitar5 cercetarea schimbrilor n comportamentul interdependena lor5 distingerea trsturilor dominante de personalitate, de mediu i de educaie. Aceste principii, precum i metodele de studiere a trsturilor de personalitate ale copilului impun unele caracteristici ale fi ei psihopedagogice: caracteristica de fi de concluzii, deoarece conine rezultatele prelucrrii informaiei, realizeaz cunoa terea copilului prin trierea i ordonarea datelor5 caracterul sintetic, prive te copilul multilateral: fiziologic, psihologic, pedagogic i social5 evideniaz elementul caracteristic: scoate n relief ceea ce este difereniat de ceea ce este comun, ceea ce este permanent de ceea ce este accidental, prezint persoana prin dominantele sale psihologice, pedagogice, sociologice. permite o prezentare dinamic, conine date din analiza procesului de adaptare, integrare n familie, grdini, societate5 urmre te copilul n procesul de formare, sesiznd modul de formare a anumitor trsturi5 e!plic interrelaia dintre dominantele psihologice, pedagogice, sociale i realizarea copilului, prin factorii care intervin (de sntate, de mediu, de colaritate). are un caracter direcional: permite o aciune programat n formarea copilului, conine indicaii asupra direciilor de intervenie prin procesul instructiv&educativ5 are un caracter e!plicativ5 este rezultatul aciunii de nelegere a copilului, conine motivaii pentru anumite situaii sau conduite5 are un caracter de continuitate: prezint permanent situaia copilului, urmre te evoluia copilul n toate etapele pre colare i apoi colare5 are un caracter de accesibilitate, poate fi completat i utilizat de orice cadru didactic5 prezint u urin n parcurgere: conine numai informaii utile, evideniaz elementele caracteristice, prezint o anumit sistematizare a datelor. constituie un document secret, comunicarea datelor se face cu grij prinilor de a nu crea acestora i copilului situaii de stres5 nu este un document accesibil persoanelor ce nu sunt implicai n educaia copilului5 nu se admite comunicarea datelor altor persoane, copii pentru a nu crea situaii de izolare, segregare, etichetare a copilului. 9evizuirea periodic a progreselor copilului implic: i dezvoltarea intelectual a copilului,

61

chestionarea prinilor, dac au putut realiza activitile, care le&au fost propuse data trecut5 chestionarea prinilor dac au observat unele schimbri la copilul lor5 actualizarea fi ei de evaluare a copilului5 e!aminarea repetat a obiectivelor puse pentru copil5 trasarea unor noi obiective i organizarea unor activiti cnd este necesar5 introducerea corectrilor necesare n cazul n care necesitile copilului au suferit modificri5 rspunsuri la ntrebrile care le&ar putea avea prinii5 susinerea i ncurajarea permanent a prinilor. (V%#1%R(% P$&6&%:R&C9 % COP&#1#1& 3valuarea psihiatric a copilului este deosebit de celelalte evaluri. Acest proces implic

e!istena unei echipe formate din: medic specialist psihiatru pentru copii i adolesceni, psiholog, asistent social, logoped, fizioterapeut. -copurile evalurii unui copil cu probleme psihice sau cu simptome fizice care au mecanisme i implicaii psihice sunt urmtoarele: aprecierea naturii i severitii problemei5 identificarea unor cauze posibile: sociale, familiale, individuale sau combinarea lor5 planificarea mpreun cu subiectul i familia acestuia unui program terapeutic.

/are parte din medicii psihiatri efectueaz aceast evaluare la cererea familiei ngrijorate de apariia unor tulburri. 3!ist i situaii speciale precum: evaluarea psihiatric a copilului i adolescentului delincvent sau, evaluarea pentru stabilirea nevoilor speciale de ngrijire cnd este primit n colectiviti. "oncluzia procesului de evaluare se va finaliza totu i cu un diagnostic conform uneia din clasificarile multia!iale recunoscute: +"%&12 sau %-/&+8. 7a noi n ar este deja statuat utilizarea +"%&12. 8actorii care pot in/luen)a procesul de evaluare 'rofilul psihologic al copilului difer n funcie de vrsta, de aceea trebuie s e!iste criterii i scale de evaluare specifice grupelor de vrsta. 3!ist cteva principii generale care trebuie respectate: 61

+dentificarea tulburrilor de auz sau de vedere care pot mpiedica copilul s participe la evaluare5 9espectarea timpului necesar evalurii (altfel observarea rapida poate genera confuzii i erori ulterioare)5 +nformatiile pe care le furnizeaz aparintorii sunt marcate de subiectivismul acestora i de a teptarile lor, de aceea se va ine seama i de acest aspect. "nd este evaluat un copil foarte mic (sugar) este necesar prezena mamei i a tatlui. "nd evaluarea se face unui copil mai mare este necesar prezena la interviu i a bunicilor care eventual sunt implicai n cre terea copiilor5

/otivaia prinilor este important. Au venit la medic pentru c sunt ngrijorai ei n i i sau pentru c altcineva i&a trimis (medicul de familie, medicul pediatru). >atura i comple!itatea problemei pot reclama uneori o evaluare comple! i de durat. 'regtirea i e!periena clinicianului este important n cazurile dificile cum ar fi cele cu implicaii medico&legale.

-tabilirea tratamentului i urmrirea subiectului difer n funcie de variabilele deja enumerate. 3!ist situaii simple n care evaluarea este urmat de o scurt consiliere, dar e!ist i situaii comple!e care necesit mai multe etape de evaluare, reevaluare i urmrire. Dneori tratamentul nu poate fi prescris din prima zi. Cerin)e generale ale evalurii psihiatrice :ncperea n care urmeaz s se fac e!aminarea trebuie s fie destul de mare (pentru a ncape ntreaga familie la nevoie) cu spaiu n care copilul s se poate mi ca liber, cu jucrii la ndemn, creioane de colorat, hrtie pentru desenat i jucrii speciale cu incastre, cuburi sau alte forme geometrice prin care se evalueaz nivelul de dezvoltare cognitiv a copilului. 3ste preferabil ca prima vizit s includ toi membrii familiei. "nd este vorba de evaluarea unui adolescent atunci se va discuta ntii cu el i apoi cu prinii (separat sau n prezena adolescentului). 3ste bine ca atunci cnd clinicianul se adreseaz copilului s foloseasc numele mic, unii autori sugereaz c este oportun ntrebarea #"um ai prefera s&i spunF$. ,amilia va fi asigurat de confidenialitatea convorbirii. :ehnica evalurii copilului 3valuarea copilului cuprinde mai multe etape, care se adreseaz nu numai acestuia ci i tuturor celor care l cunosc sau care lucreaz cu el. a. +nterviul cu prinii 66

b. +nterviul cu copilul c. +nformaii obinute de la profesorii copilului d. +nterviuri i chestionare standardizate care snt adresate fie prinilor fie profesorilor fie copilului dac acesta este mai mare. e. 3!aminarea fizic. a; &nterviul cu prin)ii !; (xplorarea pro,lemei5 & & & & & & & tulburare5 & starea copilului5 & ce au fcut prinii deja pentru mbuntirea situaiei, dac au primit deja ajutor de specialitate. 2; &storicul antecedentelor personale fiziologice i patologice ct i al dezvoltrii psiho& motorii: & evoluia sarcinii i na terii & n timpul na terii, complicaii la na tere, consumul matern de alcool i droguri, de medicamente5 greutatea copilului la na tere, nevoia de ngrijiri speciale: o!igenoterapie, '38, incubator5 & & & & & evoluia n primele luni & relaia mam&copil, caracteristicile temperamentale, factorii stresori evidentiai n familie5 dezvoltarea motorie & cnd a stat singur n ezut, cnd a nceput s mearg singur, cnd a nceput s foloseasc linguria etc.5 dezvoltarea limbajului i vorbirii & cnd a pronuntat primele silabe, primele cuvinte, primele propoziii simple5 aspecte ale ata amentului i relaionrii & reacia la separarea de mam, reacia fa de alte persoane, fa de frai i fa de alte persoane de ngrijire5 educaia sfincterian & cnd a nceput s cear olia5 6; ce cred prinii despre cauza bolii i ce cred ei c agraveaz sau nu care este motivul pentru care au cerut consultul5 cine a avut iniiativa acestui consult i a observat problemele copilului5 ce i intereseaz i ce asteapt s obin n urma acestui consult5 care este natura i severitatea prezentei probleme5 care este impactul problemei actuale fa de situaia colar i familial a copilului sau adolescentului5 cum a reacionat anturajul copilului la problemele acestuia5 care este evoluia i care au fost modificrile produse de aceast

& &

istoricul colar & comportamentul n primele zile de coal, refuzul colar, reacia la schimbarea colii5 evenimente de via & boli ale copilriei, internri ale copilului, modificri importante n familie: divor, deces, accidente, alte schimbri n familie.

<; $tructura i /unc)ionarea /amiliei & structura familiei & prini: vrsta, ocupaie, status mental, fizic, psihic i emoional, istoricul bolilor prinilor5 vrsta, se!ul i eventualele probleme ale celorlali membrii ai familiei: frai, surori, bunici5 & relaia printe&copil & nivelul de criticism, ostilitatea, rejecia5 felul i tipul pedepselor, frecvena lor5 gradul de implicare al prinilor n supravegherea copiilor5 prezena i gradul afeciunii oferite5 & & capacitatea prinilor de a comunica i de a ajuta la rezolvarea problemelor5 atitudinile corecte sau incorecte n faa responsabilitilor pe care le au copiii5 patternul familial al relaionrii sociale: alianele, confuzia intergeneraional, e!clusivismul. A; Particularit)i ale copilului & & & & nivelul de funcionare motorie, cognitiv, afectiv i de autoservire al copilului5 aspecte ale comportamentului individual5 funcionare general pe aparate i sisteme: evidenierea bolilor cronice, handicapurilor neurologice, prezena crizelor epileptice5 coala & tipul de coal, gradul, prezena sau nu a problemelor de nvare sau * i comportament inclusiv aspecte ale concentrrii ateiei, cum i face temele, relaia cu nvtoarea, profesorii5 & nivelul curent al dezvoltrii comunicrii & se apreciaz: limbajul, vorbirea, fluena e!primrii (putndu&se observa balbismul sau vorbirea precipitat), nelegerea, comple!itatea e!primrii, corectitudinea gramatical, pronunia i articularea cuvintelor, idiosincrazia fa de e!primarea verbal, folosirea limbajului stereotip sau repetitiv5 & funcionarea motorie: coordonarea mi carilor fine, prehensiunea (aciunea minii de a prinde, de a apuca cu ajutorul degetelor), nivelul de dezvoltare a echilibrului, coordonarea i rapiditatea mi crilor n cursul alergrii sau prinderii mingiei, tendina la lateralitate stng5 & & funciile cognitive: nelegerea, memoria, capacitatea logic&operaional5 atenia, concentrarea: distractibilitatea, perseverena, puterea de concentrare i meninere a ateniei5

6=

&

apetitul, somnul, probleme sfincteriene: greutatea (scderea sau cre terea voit n greutate), insomnia, somnolena, probleme cu somnul: co maruri, automatism ambulator, enurezis, encoprezis)5

& &

nivelul activitii: hiperactiv, impulsiv, neastamprat sau ncet, lene , fr iniiativ5 comportament: opoziionist, comportament antisocial: furt, vagabondaj, agresivitate, obrznicie, minciun, vandalism, cruzime, josnicie, comportament piroman, crize de furie5

& & &

obiceiuri: legnatul, suptul degetului, cltinarea capului, smulsul firelor de pr, comportament autoerotic, mestecatul de obiecte necomestibile, mi carile anormale, voluntare sau involuntare: ticuri, compulsii, ritualuri, stereotipii, reacia la frustrare afectivitatea: tristetea, depresie, gnduri suicidare, crize de furie, an!ietatea, fricile specifice, nervozitatea sentimentul lipsei de valoare5 capacitatea de relaionare: relaia cu prinii, e!primarea afeciunii, trirea n comun a bucuriei, buna comunicare, relaia dependena*independena, relaia cu ceilali frai sau rude, relaia cu cei de aceea i vrst, calitatea relatiilor, ci prieteni are, calitatea prieteniei, cum este privit de ceilali copii interesul i comportamentul se!ual. O,)inerea in/orma)iilor de la prin)i i copii 3!ist mai multe metode pentru a obine aceste informaii. /ajoritatea clinicienilor folosesc un #stil informal$, care este de fapt o comunicare

oarecum sistematizat prin care clinicianul afl date despre antecedentele copilului, despre modul lui de comportament i despre motivele care i&au determinat s cear consultul. Apoi discuia se a!eaz pe aspectele relevante ale simptomelor actuale. ?otul se desf oar ntr&o atmosfer rela!at pe care clinicianul o ntreine, construind n timpul acesta o ct mai bun relaie empatic care s&i pemit ulterior o intervenie psihoterapeutic. Aceasta este o tehnic fle!ibil care i permite clinicianului o adaptare spontan a conversaiei la e!presia emoional a familiei. 3!ist psihiatri i psihologi care aplic sistematic chestionare standardizate i interviuri structurate sau semi&structurate5 acestea duc la obinerea unor informaii ct mai obiective i mai bogate dar au dezavantajul c sunt percepute negativ de ctre familia ngrijorat, care are impresia c se d mai mult atenie obinerii de date dect suferinei lor reale: relaia pare formal i rece iar uneori lipsa de e!perien a evaluatorului poate duce la pierderea clientului dac atenia a fost a!at numai pe corectitudinea aplicrii testului i nu s&a avut n vedere i crearea unei relaii de ncredere i suport. 6@

-e poate concluziona c e!ist dou mari modaliti de interviu: a. primul este cel al clinicianului care este atent la emoionalitatea familiei i adapteaz spontan conversaia folosind ntrebri deschise, cutnd s evite pe ct posibil ntrebrile nchise i mai ales aprecierile critice, lsnd timp pentru e!primarea an!ietilor. "linicianul i face astfel o idee despre frecvena comportamentului copilului, afl detalii despre problema n cauz, despre evenimentele care o declan eaz, despre persoanele care au un rol pozitiv sau negativ n declan area simptomelor. -ecretul este de a obine ct mai multe informaii eficiente pentru stabilirea programului terapeutic i pentru c tigarea ncrederii familiei i copilului. b. al doilea tip de interviu este cel mecanic al cercetatorului interesat de studiul pe care&l face i mai puin atent la reaciile emoionate ale familiei i copilului. a; O,servarea sentimentelor i atitudinilor prin)ilor. 8ariabilele cruciale n evaluarea psihiatric a copilului sunt cele care privesc atitudinea i sentimentele e!primate de prinii acestuia. -entimentele pozitive precum: tolerana, cldura, acceptarea sau sentimentele negative precum ostilitatea, rejecia, criticismul e!agerat sunt observate de clinician discret pe masur ce acestea se relev n cursul interviului. Dneori este nevoie chiar de a le provoca prin ntrebri ce sugereaz prezena lor sau n momentul n care ele se e!prim, clinicianul intervine cu ntrebri care subliniaz sau reformuleaz. 3!: #"e simii cnd avei impresia c copilul dvs.. v calc pe nerviF$ Astfel de ntrebri provoac un rspuns emoional puternic. Alteori clinicianul arat simpatie i interes pentru e!primarea spontan a tririlor ceea ce are un efect similar de rspuns emoional care aduce astfel un plus de informaie privind atitudinea prinilor. C>tigarea >ncrederii /amiliei /ajoritatea prinilor care& i aduc copilul la consult pediatric sau psihiatric consider c problemele psihosociale sau psihosomatice ale copilului se datoreaz propriei lor incompetene. /ajoritatea prinilor au un acut sentiment de vinovie considernd simptomatologia psihic a copilului ca fiind propriul lor e ec educaional. %e aceea este foarte important s se evite pe ct posibil critica iar fiecare oportunitate va fi comentat pozitiv ntrindu&se ncrederea n capacitatea lor de a se descurca cu propriul copil. 9egula este deci ca interviul psihiatric s aib i un rol empatic de construire a ncrederii reciproce. ,; &nterviul cu copilul 3ste preferabil s se fac n prezena prinilor chiar dac la un momentul dat adolescentul, spre e!emplu, este separat. "opilul sau adolescentul care vine singur la consultaie ridic multe suspiciuni i este preferabil s se amne delicat ntrevederea pentru o alt dat cnd prinii snt 6A

disponibili. Atitudinea clinicianului difer n funcie de vrsta interlocutorului. Astfel interviul cu adolescentul sau copilul mare se face delicat dup ce acesta s&a asezat comod, preferabil n lateral nu fa n fa ceea ce creaz o senzaie de disconfort. ?reptat dupa cteva ntrebri banale, simple de introducere, ntrebri de apropiere se ajunge la prezentarea problemei. Dneori adolescentul descrie singur coninutul simptomatologiei alteori rspunsurile acestuia snt monosilabice e!istnd o dificultate clar n meninerea conversaiei sau chiar un refuz. Atunci intr n joc #miestria$ terapeutului care uneori chiar cu dificultate deschide drumul spre e!primarea tririlor. Dneori dialogul devine monolog, dar nu n totalitate, pentru c e!primarea non&verbala a emoionalitii se menine. 3! #3 ti foarte trist. "red c te simi umilit la coal. "olegii. Am vzut muli copii crora le este greu s vorbeasc despre ei n isi. .are ce&i face s fie astfel..$ "linicianul trebuie s evite cu mult grij condamnrile sau aprobrile ncercnd s afle circumstanele. :n cazul e!amianrii unui copil mic, interviul decurge n alt mod. ,olosind jucriile se pot imagina jocuri prin care copilul s& i e!prime an!ietile sau fanteziile. %esenul liber sau dirijat ajut la proiectarea emoiilor i a eventualelor traume. :ntr&o evaluare complet trebuie urmrite mai multe arii ale comportamentului. -e vor formula ntrebrile discret pentru a afla: a. comportamentul la coal, dac are dificulti sau ce anume l deranjeaz, care i sunt performanele5 b. care sunt activitile e!tra colare preferate, relaia cu prietenii i colegii5 c. cum i vede el propria famili, care sunt aspectele care&l deranjeaz, care sunt zonele de conflict5 d. care sunt evenimentele care&i provoac tristee, n ce condiii apar acestea5 e. cum se percepe pe el nsu i, ce prere are despre el, dac este mulumit de el5 f. care sunt eventualele acuze somatice5 g. ce prere are despre consumul de alcool i droguri, dac el este consumator5 h. care au fost cele mai stresante evenimente din viaa lui i cum i vede viitorul. 3valuarea abilitilor & motorii & fine & scris, desenat, construit, &mers ntr&un picior, pe vrfuri, &grosiere, & de calcul matematic5 3!amenul general este obinut n timpul interviului. Astfel, n cursul conversaiei cu adolescentul sau copilul se obsarv: & & & Aspectul general: semne de dismorfism, gradul de nutriie, semne de abuz sau neglijare5 0radul de orientare, vigilena, tulburrile de memorie5 Acuzele somatice: cafeleea, tulburrile funcionale5

6B

& &

>ivelul de dezvoltare a limbajului & deficienele de limbaj sau nelegere, balbismul, bizareriile de limbaj precum echolalia, neologismele, cuvintele fr sens5 0ndirea: modul de e!punere al evenimentelor, gndirea dezorganizat, perseverarea, ideaia lent, fuga de idei, gnduri anormale (idei delirante), obsesii, idei prevalente, limitarea fanteziei sau imaginaiei, reveria5

& & & &

'recepia: prezena iluziilor, halucinaiilor, derealizare & depersonalizare5 Atenia: probleme de concentrare a ateniei, distractibilitatea, lapsusurile5 Activitatea: nerbdare, impulsivitate, neastmpr, hiperactivitate sau bradichinezie, lentoare. +nteraciunea social & n timpul interviului clinicianul poate observa tolerana la frustrare a copilului i comportamente neadecvate precum: obrznicie, sfidare, agresivitate, an!ietate, dorin de a pleca, ru ine, opoziie, retracie, dependen, comportament manipulativ, atitudine teatral, indiferen, apatie. 'oate fi observat i relaia cu prinii (tensiv, rela!at, indiferen, rejectie)5

&

Afectivitatea & este evaluat nefericirea, tristeea sau depresia, grijile copilului, ipatul, neputina, furia, nervozitatea, schimbrile de dispozitie, fricile, an!ietatea, sentimentul vinoviei5

&

"aracterizarea general a comportamentului: comportament necorespuztor vrstei, imatur motivaional, agresiv verbal, comportament agresiv cu gesturi agresive, iresponsabil, violent, imprevizibil, trsturi de comportament corespunzatoare se!ului opus, gesturi repetitive (legnat, opit), obiceiuri neadecvate (se freac la nas, d din picioare, i mnnc unghiile, i smulge fire de pr). c; Completarea interviului cu in/orma)ii o,)inute de la pro/esori 'referabil este ca evaluarea psihiatric s fie completat cu observaiile nvtorilor sau

profesorilor care cunosc copilul. 3i pot face o caracterizare general a acestuia privind performanele colare, comportamentul n clas sau cu ceilali copii. Alteori se poate trimite acestuia un chestionar pe care s&l completeze & chestionar de tipul 9D??39 G.-"A73 & i cu cteva ntrebri adiionale specifice copilului n cauz. d; &nterviuri i chestionare standardi'ate +nterviurile standardizate au un grad mare de reliabilitate i pot fi aplicate i de ali membri ai echipei. "hestionarele nu nlocuiesc procesul de formulare a diagnosticului, ele au avantajul c pot fi trimise prinilor, profesorilor sau pot fi completate chiar de ctre copilul n cauz, nainte de evaluare. 9eturnate n timp ele pot furniza o baz de discuie pe problemele identificate prin chestionar. e; (xaminarea /i'ic i investiga)ii

6C

3valuarea psihiatric se poate ncheia cu e!amenul fizic somatic i neurologic pentru identificarea eventualelor deficite motorii, de coordonare, vizuale sau auditive asociate acuzelor reclamate de familie. +nvestigaiile paraclinice includ screening&ul sangvin i urinar, 330, "? sau 9/> (la nevoie), e!amen oftalmologic i e!amen fund de ochi5 la nevoie n funcie de suspiciunile de diagnostic se pot face investigaii suplimentare. 8ormularea diagnosticului "u informaiile obinute n timpul evalurii clinicianul formuleaz un diagnostic care reprezint de fapt organizarea acestor date. Dnii autori vorbesc despre Paradigme de diagnostic: !iagnosticul clinic i precierea empiric"cantitativ. %iagnosticul clinic & este considerat deja un sistem diagnostic tradiional i folose te, a a cum am artat n capitolele anterioare, criterii de diagnostic care snt rezultatul unui consens obinut de dou grupuri de e!peri & grupul ./- care a elaborat +"%&ul i grupul e!perilor -ocietii Americane de 'sihiatrie care a elaborat %-/&ul. 3ste un procedeu de #sus n jos$. Aprecierea empiric & cantitativ deriv din conceptele psihometrice care utilizeaz proceduri cantitative pentru a afla empiric care caracteristic a tulburrii are o pondere mai mare. 3ste un procedeu de #jos n sus$ pentru c ncepe cu un mare numr de itemi & caracteristici gndite i scorate pentru un mare lot de subiecti. Apoi procedura de analiz statistic multivariat este aplicat pentru a identifica care snt itemii care definesc sindromul pacientului n cauz. Aceast tehnic are avantajul c se bazeaz pe cea mai actual distribuie a scorurilor n populaie. 3ste un instrument obligatoriu n cercetarea tiinific i mai ales n cercetarea farmacologic. "linicianul prefer diagnosticul clinic dar probabil combinarea celor dou tehnici poate aduce mai multe informaii utile. (valuarea psihologic 'roblemele emoionale i de comportament ale copilului nu necesit n mod obligatoriu consult psihiatric. 3!ist i alte categorii profesionale medicale sau nemedicale care vin n contact cu copilul sau adolescentul i anume: medicul de familie, pediatrul, profesorul, asistentul social, asistente de ocrotire. Aceste categorii profesionale se pot confrunta cu alte tipuri de simptome sau probleme ale copilului i anume: tulburri de limbaj, dificulti de nvare, de atenie, de relaionare cu ceilali copii. 'entru toi ace ti profesioni ti este necesar gruparea n cel puin trei categorii de nevoi mai frecvente ale copilului: 1. probleme emoionale i de comportament5 1. dificulti specifice de nvare, ntrzieri sau deficite de dezvoltare a limbajului5 6. ntrzierea mintal /are parte din evaluarea psihologic are ca scop problemele educaionale i cele de nvare. %up ce s&a stabilit c e!ist probleme acute, trebuie aflat natura lor: ;2

deficit n funciile psihologice subordonate precum: memoria, atenia, orientarea vizual n spaiu, denumite i funcii e!ecutive n care este implicat capacitatea de integrare i control a activitii5

deficit educaional.

/edicii psihiatri, dar n mai mare parte psihologii utilizeaz teste psihologice standardizate asociate cu observarea psihologic, interviuri semi&structurate sau nestructurate, iar unii dintre psihologi lucreaz chiar alturi de nvtori monitoriznd efectul interveniilor asupra copilului putnd astfel interveni pentru obinerea progreselor i buna funcionare colar a copilului. :n continuare vom enumera tipurile de teste i abilitile testate de acestea dat fiind faptul c sunt gndite pentru a msura o anumit funcie. ?este utilizate n evaluare pentru a determina: >ivelul general de inteligen5 Abiliti speciale: limbaj, abilitatea perceptual, abilitatea motorie5 "uno tine colare: scrisul, cititul, calculul matematic5 ?este comparative ale performanelor individuale raportate la datele din populaia general i corespunztoare vrstei copilului investigat5 ?este de identificare a punctelor de rezisten i slbiciunilor5

'roceduri, precum 0hidul 'ortage sunt folosite pentru aflarea nivelului actual de dezvoltare psiho&motorie atins de copilul e!aminat (comportament cognitiv, motor, afectiv, de limbaj, de autoservire i nivelul de socializare) prin raportare la limitele normalului. -e poate determina astfel nivelul atins de fiecare achiziie n parte i pot fi delimitate ariile de dezvoltare n care mai trebuie stimulat copilul. :nvarea este un proces stadializat i de aceea uneori copilul cu probleme mai cu seam emoionale poate avea dificulti n #respectarea$ stadiilor de dobndire a unor deprinderi5 achiziiile sale n diferite domenii se vor dezvolta uneori mai trziu. Aplicarea testelor: a) +ndicaii ?estele pot juca un rol important n evaluarea: nivelului de dezvoltare a copilului (nivelului intelectual)5 dificultile e!istente n familie5 insuficienelor educaionale (incapacitii totale sau pariale a prinilor de a stimula performanele reale ale copilului)5 Repere strategice >n evaluarea psihiatric ;1

1. "adrul i condiiile n care are loc e!aminarea copilului organizarea spaiului i asigurarea confortului pentru copilul e!aminat5 condiiile n care se desf oar convorbirea cu copilul i prinii sau tutorii acestuia5 stabilirea obiectivelor, metodelor i mijloacelor necesare pentru e!aminare.

1. Anamneza datele personale ale copilului5 antecedente heredocolaterale5 evoluia simptomelor, succesiunea i fluctuaiile lor n timp5 tratamente aplicate5 antecedente personale, cu accente pe evoluia sarcinii, momentul na terii5 comportamentul i procesul de socializare a copilului n primii ani de via5 ancheta social cu principalele puncte de investigat: & & & & informaii despre membrii familiei5 condiiile de via ale familiei5 resursele materiale i financiare ale familiei5 relaiile cu membrii colectivitii.

6. 3!amenul somatic e!aminare staturo&ponderal5 tegumentele5 sistemul osteoarticular5 e!amenul clinic al capului5 aparatul respirator5 aparatul cardiovascular5 aparatul digestiv5 aparatul renal i procesele hidroelectrolitice.

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e!amenul nervilor cranieni.

=. +nvestigaii paraclinice e!amenul 7"9 (lichidul cefalorahidian)5 electro&diagnosticul neuromuscular (stimularea electric, crona!ia, electromio&grafia, viteza de conducere n nervii periferici)5 electroencefalografia (330)5 echoencefalografia5 reoencefalografia5 e!aminarea radiologic5 tomografia computerizat5 rezonana magnetic nuclear (9/>)5 investigaii umorale5 investigaii genetice. @. 3!aminarea psihiatric adaptat vrstei copilului A. 3!aminarea psihologic investigarea personalitii prin probe analitice, sintetice, proiective, concretizate n chestionare, teste sau sarcini practice5 teste de eficien pentru: & psihomotricitate i abilitate manual (schem corporal i lateralitate, stil motor, structurare vizual, sincinezii (mi care automat, involuntar a unui membru paralizat al corpului cu ocazia unei mi cri voluntare a unui membru sntos) etc.)5 & investigarea activitii psihice (percepie, imaginaie, atenie, memorie, gndire, limbaj, afectivitate etc). B. 3valuarea nivelului intelectual prin: teste de dezvoltare individual5 teste analitice i calitative ale inteligenei5 teste colective de inteligen5 teste individuale verbale i de performan.

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atunci

cnd

acioneaz 3ste motivat pentru activitate -e comport difereniat n funcie de situaie +e'voltare cognitiv :nva repede Are iniiativ n nvare :nva sub ghidarea adultului /anifest curiozitate epistemic /emoreaz i reine informaia

1. 1. 6. ;. =.

-e apreciaz pe o scal de la 1 la 6: cu 1 V slab5 1 V bine5 6 V foarte bine.

==

Ane!a = 8&*% P$&6OP(+%"O"&C9 (adaptare dup 'le%andru 4., 5ersen6, 78890rdinia RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR >umele i prenumele copilului RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
rupa !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

&. 0ate )enerale despre copil si a"ilia sa1 1. "ate biogra#ice despre copil: %ata i locul na terii RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR Adresa RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
$% "ate medicale: (se completeaz din fia medical)

Antecedente patologice RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 3voluia psiho&fizic RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR <; +ate despre /amilia copilului: %se subliniaz rspunsul corespunztor i se descrie structura familiei&. -tructura familiei: tata, mama, frai ( ), surori ( ), bunici i alte rude cu care locuie te copilul RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 'rofesia pIrinilor: ?ata RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
&ama !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Condiii de locuit: (se apreciaz n urma vizitei acas la copil, subliniindu-se rspunsul
corespunztor)

" " " "

foarte bune bune satisfctoare nesatisfctoare

"omentarii :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

"limatul educativ n #amilie: (se subliniaz rspunsul corespunztor) " " " relaii inter#amiliale: !avorabile, ne!avorabile relaii intra#amiliale: organizate, dezorganizate, !avorabile, de!avorabile cine se ocup n mod special de copil: mama, tata, bunicii, alte persoane

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

=@

"

comportamentul educaional al prinilor #a de copil: corect, incorect 'specte semni!icative

*privind atitudinea prinilor !a de copil: autoritarism, protecie e%agerat, nemplicare, nerbdare, nervozitate, empatie, cldur a!ectiv, acceptare necondiionat a copilului etc.-

"omportamentul copilului n #amilie : !oarte bun, bun, satis!ctoare, nesatis!ctoare Aspecte ale activitii copilului n #amilie: *se subliniaz i se completeaz activitileActiviti de joc RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR Activiti cognitive RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR Activiti artistice RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR Activiti practice gospodre ti RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
'ctiviti sportive !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

&& . Activitatea copilului &n )rdini! i &n a ara )rdini!ei 1. Re'ultatele o,)inute de copil >n cadrul categoriilor de activit)i structurate >n con)inutul >nv)m>ntului precolar (se apreciaz cu unul din calificativele: foarte bine, bine, satisfctor, nesatisfctor): %ezvoltarea limbajului i comunicare RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
'ctiviti i jocuri matematice :::::::::::::::::::::::::::::::::::::::::::::::::::::

"uno tine despre mediul nconjurtor RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 3!ercii grafice RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 3ducaie fizic :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
'ctiviti artistico"plastice ::::::::::::::::::::::::::::::::::::::::::::::::::::::::

Activiti practice RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 3ducaie muzical RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

4ocuri i alte activiti la alegere :::::::::::::::::::::::::::::::::::::::::::::::::::

2; (ocuri pre#erate de copil: (se bifeaz rspunsul adecvat) " " " " Tocuri de creaie cu subiecte i roluri Tocuri de construcie
4ocuri logico"matematice 4ocuri de micare i cu caracter sportiv

6. Conduita copilului n grdini: (se bifeaz rspunsul adecvat) " i&a nsu it deprinderile de comportare civilizat, le aplic n relaiile cu copiii i adulii " i"a nsuit deprinderile de comportare civilizat, dar le aplic numai n relaiile cu adulii " conduita nu este constant " nu i"a nsuit deprinderile de comportare civilizat =A

;. ;oncordana ntre comportamentul copilului n #amilie i n grdini: (se bifeaz rspunsul

adecvat)

" " "

e!ist concordan nu e!ist concordan anumite aspecte difer

-e menioneaz ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: =. /odul de ndeplinire a sarcinilor: (se bifeaz rspunsul adecvat) " " " " " ndeplinete sarcinile ntotdeauna ndeplinete sarcinile uneori *sarcinile pre!eratendepline te sarcinile dac se insist
re!uz ocazional ndeplinirea sarcinilor. Se menioneaz cauzele ::::::::::::::::::::

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR refuz ndeplinirea sarcinilor

@. 'daptarea la grdini: (se bifeaz rspunsul adecvat) " " " " " " " " " adaptare foarte bun adaptare bun adaptare intermitent tensionat adaptare continuu tensionat adaptare dificil
inadaptare

A. )olul pe care l ndeplinete n grupul de *oc: (se bifeaz rspunsul adecvat) prefer rolul de conductor prefer s fie condus
trece cu uurin de la un rol la altul

&&&; Caracteristici ale persoanei 1. &otricitate (se subliniaz rspunsul adecvat) " "ontrolul i coordonarea mi crilor: !oarte bine, bine, slab " $itmul micrilor: rapid, mediu, lent 1. Capacit)i cognitive5 %se subliniaz rspunsul adecvat&
a- +ercepia:

=B

"
slab

'erceperea formei : foarte bun, bun, 'erceperea mrimii: !oarte bun, bun, slab .rientarea n spaiu: !oarte bun, bun, slab .rientarea n timp: !oarte bun, bun, slab

" " " "

-pirit de observaie: !oarte bun, bun, slab b) 'tenia: 'tabilitatea ateniei n activitile organizate de educatoare: " pe parcursul activitii: foarte bun, bun, slab

"

n anumite momente ale activitii *depinde de: ::::::::::::::::::::::::::::: -

'tabilitatea ateniei n joc: " " n jocul individual: foarte bun, bun, slab
n jocuri cu grupuri mici de copii: !oarte bun, bun, slab

(oncentrarea ateniei e%primat n rezistena la !actorii perturbatori care apar n timpul

activitilor:

" "

activiti comune cu ntreaga grup: !oarte bun, bun, slab activiti la libera alegere: !oarte bun, bun, slab !istribuia ateniei n di!erite !orme de activitate ale copilului: !oarte bun, bun, slab

c) &emoria: " " " 8iteza de memorare a cunoQtinelor: rapid, medie, lent %urata pstrrii cuno tinelor: lung, medie, scurt
'curateea reproducerii cunotinelor: !idel, creatoare, rigid, cu di!iculti

d) ,maginaia: " " e) imaginaia reproductiv mani!estat n: activiti cognitive, activiti artistice, joc: !oarte bun,
bun, slab

imaginaia creatoare mani!estat n: activiti intelectuale, activiti artistice, joc: !oarte bun,
bun, slab ndirea:

"apacitatea de a utiliza operaiile gndirii: (se apreciaz cu unul din cali!icativele: !oarte bun, bun, slab"::::::::::::::::::Analiza !!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "::::::::::::::::::-inteza RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR "::::::::::::::::::::Comparaia !!!!!!!!!!!!!!!!!!!!!!!!!!! "::::::::::::::::::::0eneralizarea RRRRRRRRRRRRRRRRRRRRRRRRR =C

":::::::::::::::::::::"lasificarea RRRRRRRRRRRRRRRRRRRRRRRRRR "::::::::::::::::::::::::::::Scrierea i ordonarea !!!!!!!!!!!!!!!!!!! f) -imba*ul: " volumul vocabularului: bogat, mediu, srac " " " " " & forma de limbaj care predomin: concret situativ conte!tual monologat dialogat

limbajul !olosit de copil n activitile organizate de educatoare i n jocurile i activitile la

alegere este: (se apreciaz cu unul din calificativele corect, incorect)

":::::::::::::::::fonetic RRRRRRRRRRRRRRRRRRRRRRRRRRRRR ":::::::::::::::::le!ical&semantic RRRRRRRRRRRRRRRRRRRRR ":::::::::::::::::gramatical RRRRRRRRRRRRRRRRRRRRRRRRRR " limbajul general: (se subliniaz rspunsul adecvat) " "
"

coerent, incoerent e%presiv, ine%presiv e!primare bogat n idei e%primare srac n idei

construcia ideilor n cadrul comunicrii cu adulii i ntre copii:

" " &

activiti la libera alegere: foarte bun, bun, slab

6. .rsturi temperamentale dobndite " mobilitatea psihic: rapid, mediu, lent " stabilitatea conduitei, echilibrul: stabil, instabil " intensitatea reaciilor: reinut, e%ploziv " rezistena la dificulti rezist la solicitri, obosete uor ;. 0rsturi de caracter: (se subliniaz rspunsul adecvat) -ociabilitate, capacitate de comunicare, spirit de prietenie, sinceritate, respect fa de aduli,
politee, srguin, spirit de ordine, hrnicie, respect pentru munc, corectitudine, independen, spirit de iniiativ, disciplin, perseveren, neglijen, dezordine, modestie, stpnire de sine, ncredere n puterile proprii, curaj, ngm!are, ludroenie, nencredere n sine, timiditate, nehotrre, nesiguran, egoism.

=. %ezvoltarea sinelui @2

"onceptul de sine: cunoate i poate meniona caracteristici ale propriei persoane: nume, adres,
compoziia !amiliei, locul i rolul su n !amilie, pre!erine personale, competene proprii etc. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

" aprecierea de sine: ridicat, sczut " " " atribuirea succesului: lui personal, celorlali atribuirea e ecului: lui personal, celorlali %se subliniaz rspunsul adecvat&

prezentarea de sine:

" manifest atenie pentru propriul comportament: da, nu, n anumite situaii ::::::
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

" i nuaneaz comportamentul n !uncie de situaie: da, nu, n anumite situaii :::: RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR &V; Conclu'ii 1. Aprecieri generale n legtur cu nivelul dezvoltrii copilului i(sau cu pregtirea lui pentru coal
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 1. -ugestii pentru activitatea viitoare cu copilul :::::::::::::::::::::::::::::::::::::: RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

+ata >ntocmirii !!!!!!!!!!!!!!!!!!!!!!!! Cadru didactic !!!!!!!!!!!!!!!!!!!!!!!!!

@1

'ne%a <

8&*9 +( (V%#1%R( P(N:R1 COP&#1# C1 C(R&N4( (+1C%:&V( $P(C&%#( (adaptare dup 3mil 8erza, 1CC;) +omenii de de'voltare +e'voltarea motric
0onus muscular 1bservaii

Metode de evaluare

Re'ultate

'ostura 7ocomoia Abiliti motorii fine Achiziia schemei corporale .rientarea spatio &corporal

.bservaii
1bservaii

'rob de ha urare
.ecupare

.bservarea demonstrrii unor pri ale corpului "hestionare

" "are este mna dreaptF RRRRRRRRRRRRRRRRRRRRRRR " ;are este piciorul stng= ::::::::::::::::::::::: " Arat unde este... RRRRRRRRRRRRRRRRRRRRRRRRRRRRR " Dnde se afl piciorul stng al coleguluiF RRRRRRRRRRR " >nde se a!l mna dreapta a mea= :::::::::::::::: " :n ce parte se afl masaF RRRRRRRRRRRRRRRRRRRRRRR " %ar dulapulF RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR " Dnde se afl fereastraF RRRRRRRRRRRRRRRRRRRRRRRR " %ar u aFRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR " "e anotimp e acumF RRRRRRRRRRRRRRRRRRRRRRRRRR " "e anotimp vine dup primvarF RRRRRR:::::::::: " ;are sunt zilele sptmnii= ::::::::::::::::::::: " "i ani ai acum= ::::::::::::::::::::::::::::: " %ar anul trecut ci ani ai avut= :::::::::::::::::: " "i vei avea la anul viitorF RRRRRRRRRRRRRRRRRRRRR " "e or arat ceasulF RRRRRRRRRRRRRRRRRRRRRRRRRRR

.rientarea temporalI

"hestionare

/odalitatea auditiv de recepie a informaiei

+e'voltarea sen'orial=perceptiv Audierea unui mic reproduce: te!t i reproducerea " lui oral " " " " fluent RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR cu ajutorul ntrebrilor sugestive RRRRRRRRRRRRRRRRR cu dificulti semnificativeRRRRRRRRRRRRRRRRRRRRRR deloc RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR percepie difuz, superficial de recepie a informaiei

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 'ercepie ,i e cu sarcini de "

gsete mai multe deosebiri :::::::::::::::::::::

@1

comple!, spirit gsire a deosebirilor " de observaie

5iper( hiposensibilitate !a de anumii stimuli dintre 9 imagini

gse te cu greu RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR gse te cu ajutor RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR nu gse te RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

" "

1bservaii

+e'voltarea socio=emoDional 0ensiunea intern .bservaii, discuii cu " nelini te ::::::::::::::::::::::::::::::::::::

a!ectiv Stabilitatea emoional printele

" " "

izbucniri afective RRRRRRRRRRRRRRRRRRRRRRRRRRRRR

stabil ::::::::::::::::::::::::::::::::::::::: relativ stabil ::::::::::::::::::::::::::::::::: instabil :::::::::::::::::::::::::::::::::::::

.bservaii, discuii " cu printele .bservaii

?atena rspunsului emoional 1rientarea

.bservaii

" "

nspre aciune :::::::::::::::::::::::::::::::: re!le%ie ::::::::::::::::::::::::::::::::::::: nelinite, agitare ::::::::::::::::::::::::::::::

/odaliti
dominante de e%primare a!ectiv

.bservaii, discuii " cu printele " " " " "

impulsivitate ::::::::::::::::::::::::::::::::: logoree :::::::::::::::::::::::::::::::::::::

gesticulare e%cesiv :::::::::::::::::::::::::::

calmitate, cumptare :::::::::::::::::::::::::: apatie RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

+maginea de sine

0est

" adecvat " nalt " sczut

;unoate date de istorie personal, despre !amilie

.ialogul

"apacitatea de a& %iscuii cu prinii " total i asuma responsabiliti Aspecte legate de e!primarea @6 %ialogul .bservaii " parial " " " redus lipse te i e!prim u or preferinle RRRRRRRRRRRRRRRRRRRRRR

preferinelor i intereselor 'rietenii speciale, interaciunea n

grup .ialogul

" " " " .bservaii "

cu ntrebri sugestive RRRRRRRRRRRRRRRRRRRRRRRRRR

pozitiv, de acceptare ::::::::::::::::::::::::::

dificulti :::::::::::::::::::::::::::::::::::: izolare RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR cu regularitate RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR " parial RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

9espectarea regulilor

" 9elaiile cu adulii " /odalitatea de reacie n situaii noi "

;omportament n situaii de joc 1bservaii

.bservaii

fr regularitate RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR " agreabile, respectuoase RRRRRRRRRRRRRRRRRRRRRRRRR de susinere RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

.bservaii

" de conflict, tensionate RRRRRRRRRRRRRRRRRRRRRRRRRR " facil RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR " cu dificultate RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR rezervat apeleaz la ajutor RRRRRRRRRRRRRRRRRRRRR " participativ :::::::::::::::::::::::::::::::::: " "
pasiv :::::::::::::::::::::::::::::::::::::::

" apatic(indi!erent ::::::::::::::::::::::::::::::

cu tendine agresive ::::::::::::::::::::::::::: agresiv, ostil ::::::::::::::::::::::::::::::::: izolare ::::::::::::::::::::::::::::::::::::::

;omportament n situaii !rustrante ( con!lictuale 0emeri

1bservaii

" " "

reacii afective (plns) RRRRRRRRRRRRRRRRRRRRRRRRRR

.ialog

"omportament stereotip Activiti pe arii curriculare,liber alese "um i planific activitateaF

.bservaii %ctivitatea preferate RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR refuzate RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR de sine stttor RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR cu ajutor verbal RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR cu ajutor intuitiv RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR @;

1bservaii

" "

1bservaii

" " "

"t timp particip la activitiF "unoa terea rutinei zilnice

1bservaii

" " " " "

nu i poate planifica RRRRRRRRRRRRRRRRRRRRRRRRRRR simple RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR comple!e RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR cunoa te bine RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR cunoa te parial, episodic RRRRRRRRRRRRRRRRRRRRRRR

%ialog

8ocabular

" nu cunoa te RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR #im,aBul0comunicarea0lexic0gra/ic %ialog cu referire la " bogat RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR definirea unor " " " " adecvat vrstei RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR redus RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR corect RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR incorect (ce sunete anume) RRRRRRRRRRRRRRRRRRRRRR noiuni Toc didactic la pronunarea cuvintelor n

'ronunie

Auzul fonematic

recitarea versurilor Toc didactic cu " prezentarea unor " " " " " " " " " " " modele ritmice ,i e cu cuvinte, scurte ,i e, dictri cu scrierea unor elemente %iscuii, relatarea coninutului unei imagini .bservaii

6 bti RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ; bti RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR @ bti RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR corect RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR e!presiv RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ritm RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR copiere RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR transcriere RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR dictare RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR liber, degajat RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR cu ajutor RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR nume te doar obiectele din imagine RRRRRRRRRRRRRRR e!presivitatea mimicii feei RRRRRRRRRRRRRRRRRRRRRR

"itit

citirea unor cuvinte " -cris

'ovestire dup imagini 7imbaj nonverbal "oncepte (de potrivire, grupare, numr, adunare, scdere...)

" gesturi RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR +e'voltarea cognitiv ,i e, imagini, jocuri " mbrcminte RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR didactice ce denume te din " " vesel RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR animale domestice RRRRRRRRRRRRRRRRRRRRRRRRRRRR animale slbatice RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR psri RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR flori RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR mobil RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR arbori RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR grupeaz de sine stttor, corect RRRRRRRRRRRRRRRRRR @=

memorie noiuni din " sfera ;&= categorii " " " " ,i e, jocul didactic "

de grupare dup categorii Tocul didactic de

" " " "

grupeaz cu ajutor RRRRRRRRRRRRRRRRRRRRRRRRRRRRR nu grupeaz corect RRRRRRRRRRRRRRRRRRRRRRRRRRRR nu grupeaz deloc RRRRRRRRRRRRRRRRRRRRRRRRRRRRR "e este un scaunF RRRRRRRRRRRRRRRRRRRRRRRRRRRRR "e este o ma inF RRRRRRRRRRRRRRRRRRRRRRRRRRRRR "e este o vulpeF RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR corect RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR incorect RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

definire a obiectelor " sau fiinelor " ,i e, jocul didactic " ce indic imaginea " unor obiecte Abiliti legate de scris, citit * pregtire pentru citit *scris descrise prin funcie ,i e de cunoa tere a " simbolului grafic a " literei " ,i e cu litere, cri " cu asocierea literei " mari cu cea mic ,i cu modele de " reproducere a "

cunoa te RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR confund RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR nu cunoa te RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR asociaz RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR nu asociaz RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR reproduce corect RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR reproduce cu ajutor RRRRRRRRRRRRRRRRRRRRRRRRRRRR

"apacitatea reproducerilor i a recunoa terilor

modelelor grafice " nu reproduce RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR Capacitatea de lucru a memoriei ,i e sau figuri " reproduce corect RRRRRRRRRRRRRRfiguri din = propuse geometrice pentru " reproducerea unor forme i figuri (=) i recunoa terea lor Tocul didactic, situaii de problem recunoa te RRRRRRRRRRRRRRRRRRRfiguri

Abiliti de rezolvare a situaiilor problem 0ndirea logico& matematic

,i e cu sarcini de triere*sortare a obiectelor. 'oate de obiecte desenate pe un cartona ,i e cu sarcini de stabilire a

" "

da RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR nu RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

separa dou mulimi RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

"

da RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR nu RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR @@

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

corespondenei ntre "

elementele unei mulimi i simbolul numeric Tocul didactic de a obiectelor dup criteriul dat (culoare, form, numr, categorie de obiecte) poate ordona dup :nelegerea i urmrirea instruciunilor "apacitatea de luare a deciziilor .bservaii mrime .bservaii

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

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@ elemente RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR = elemente RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ; elemente RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

grupare a obiectelor "

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complet RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR parial RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR redus RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR prompt, pripit RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR chibzuit RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ezitare RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR frecvena RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

"reativitate

Tocul didactic, testul

"oncluzii: RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 9ecomandri: RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 3valuatori (numele, prenumele i funcia): RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR %ata evalurii: RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

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